Emergent literacy and reading acquisition: a longitudinal study from kindergarten to primary school

Pinto, Giuliana; Bigozzi, Lucia; Vezzani, Claudio; Tarchi, Christian

doi:10.1007/s10212-016-0314-9

Cited by 35 publications

(47 citation statements)

References 46 publications

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“…phonemic awareness) are the components of emergent literacy that are most predictive of children's later reading success (Lonigan, Schatschneider, & Westberg, ). It is now clear that early individual differences in emergent literacy can strongly predict both later reading achievement (Pinto, Bigozzi, Vezzani, & Tarchi, ; Scarborough, ; Snow, Burns, & Griffin, ; Wagner & Torgesen, ) and RD (Bigozzi, Tarchi, Pezzica, & Pinto, ; Elbro et al ., ; Pennington et al ., ; Pennington & Lefly, ; Snowling & Hulme, ).…”

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confidence: 99%

What can Parents' Self‐report of Reading Difficulties Tell Us about Their Children's Emergent Literacy at School Entry?

2017

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Research has linked family risk (FR) of reading difficulties (RD) with children's difficulties in emergent literacy development. This study is the first to apply parents' self‐report of RD as a proxy for FR in a large sample (n = 1171) in order to test group differences in children's emergent literacy. Emergent literacy, the home literacy environment and children's interest in literacy and letters were compared across different groups of FR children around the school entry. The FR children performed lower in emergent literacy compared with not‐FR children. Furthermore, when comparing FR children with one parent reporting RD and children with both parents reporting RD, moderate group differences were found in Emergent Literacy. Finally, parents' self‐report of RD was a significant contributor of emergent literacy after controlling for the home literacy environment, children's gender, their interest in literacy and letters, months in kindergarten, vocabulary and parents' education. Our findings suggest that schools should monitor the reading development of children with parents self‐reporting RD closely – especially if both parents self‐report RD. © 2017 The Authors. Dyslexia published by John Wiley & Sons Ltd.

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confidence: 99%

What can Parents' Self‐report of Reading Difficulties Tell Us about Their Children's Emergent Literacy at School Entry?

2017

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“…In conclusion, this study confirms the validity of PASSI, an intervention into children's conceptual knowledge of the writing system targeting children's emergent literacy skills through an embedded-explicit approach (Justice and Kaderavek, 2004 ), rather than through tailored interventions (Levin and Aram, 2013 ). This emergent literacy construct is a cognitive precursor of reading and spelling acquisition (Bigozzi et al, 2016a , b ; Pinto et al, 2017 ). PASSI promoted engagement with the graphic, orthographic and numeric sign by emphasizing children's daily self-initiated, naturalistic, and contextualized interactions with oral and written language, in addition to implementing structured, sequenced and directed instruction targeting specific skills.…”

Section: Discussionmentioning

confidence: 99%

“…Emergent literacy interventions can be designed through an embedded approach (i.e., emphasizing children's daily self-initiated, naturalistic, and contextualized interactions with oral and written language), an explicit approach (i.e., structured, sequenced and directed instruction targeting specific skills), or a combination of both (Justice and Kaderavek, 2004 ). Recently, studies have contributed to the reconsideration of phonological awareness as the main predictor of literacy acquisition and brought to light multicomponent constructs, such as children's emergent conceptual knowledge of the writing system (Ouellette and Sénéchal, 2017 ; Pinto et al, 2017 ). This construct can be considered the emergent antecedent of the integration process that characterizes formal spelling.…”

Section: Introductionmentioning

confidence: 99%

Improving Conceptual Knowledge of the Italian Writing System in Kindergarten: A Cluster Randomized Trial

et al. 2018

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This study assessed the efficacy of PASSI (Promoting the Achievement of Sound-Sign Integration), an intervention to improve children's conceptual knowledge of the Italian writing system in kindergarten, which is an emergent literacy predictor of reading and spelling acquisition focused on letter-speech sound integration. PASSI implements an embedded-explicit approach in which teachers target specific subskills (reflection on the graphic, symbolic and phonological aspect of written signs) and emphasize children's contextualized interactions with oral and written language. One hundred fifty-nine Italian children participated in this study. Six teachers (and their three respective classes) were randomly assigned to the experimental group, and six teachers were assigned to the control group. All children were tested on the invented spelling of words and numbers, knowledge of the alphabet, orthographic awareness, and drawing twice, before and after the intervention. Children's visual-motor integration skills were also assessed as a control variable. The data were analyzed through the complex samples general linear model (GLM) approach. The results confirmed the efficacy of PASSI in promoting children's conceptual knowledge of the writing system and related emergent literacy skills. Theoretical and educational implications of the results are presented and discussed.

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“…It turns out that compared to many European verbal languages, the English letter sound patterns are less "transparent" and more difficult to learn (Ziegler et al, 2010). This may be of importance when considering factors that might affect reading and spelling ability because there is some support for the possibility that better phonological awareness may improve literary performance in less transparent oral systems such as English (Ziegler et al, 2010;Pinto et al, 2017).…”

Section: Suggestions For Further Researchmentioning

confidence: 99%

Maternal Locus of Control in Pregnancy and Reading and Spelling Abilities of the Offspring: A Longitudinal Birth Cohort Study

et al. 2020

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Maternal locus of control (LOC) as measured in pregnancy has been shown to be associated with parenting attitudes and behaviors as well as with children's comprehension of mathematical and scientific concepts. The present study evaluates whether the child's emergent literacy skills are similarly associated with maternal LOC: i.e., do children of prenatally externally oriented mothers perform less well on literacy tasks compared with their peers whose mothers are prenatally internally oriented. Prenatal measures collected within a United Kingdom birth cohort (ALSPAC) including a maternal LOC measure together with behavior and lifestyle details were analyzed. Later in childhood, offspring at ages 7 and 9 were tested by ALSPAC for spelling, phoneme awareness, reading comprehension, speed and accuracy. All achievement test scores showed a deficit among children of prenatally externally oriented mothers as compared to children of internally controlled women. Further analysis found that differences in diet, lifestyle and mother/child activities mediated approximately 60% of the deficit between children of external and internal mothers. A sensitivity analysis using national reading test results demonstrated similar results with these children. If further research confirms a causal relationship, programs to increase internality in adolescent girls or newly pregnant women may result in long-term benefits to their future offspring.

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Emergent literacy and reading acquisition: a longitudinal study from kindergarten to primary school

Cited by 35 publications

References 46 publications

What can Parents' Self‐report of Reading Difficulties Tell Us about Their Children's Emergent Literacy at School Entry?

What can Parents' Self‐report of Reading Difficulties Tell Us about Their Children's Emergent Literacy at School Entry?

Improving Conceptual Knowledge of the Italian Writing System in Kindergarten: A Cluster Randomized Trial

Maternal Locus of Control in Pregnancy and Reading and Spelling Abilities of the Offspring: A Longitudinal Birth Cohort Study

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