Emergent literacy skills, behavior problems and familial antecedents of reading difficulties: A follow-up study of reading achievement from kindergarten to fifth grade

Câmara-Costa, Hugo; Perdry, Hervé; Soria, C.; Pulgar, Salomé; Cusin, Françoise; Dellatolas, Georges

doi:10.1016/j.ridd.2012.11.029

Cited by 25 publications

(25 citation statements)

References 76 publications

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“…Some emergent literacy skills of preliterate children are developmental precursors of conventional reading and writing (Costa et al, 2013;Dickinson, Anastasopoulos, McCabe, Peisner-Feinberg & Poe, 2003;Juel, 1988;Kim & Petscher, 2011;Phillips, Lonigan, & Wyatt, 2009;Whitehurst & Lonigan, 1998). Print knowledge is one of the emergent literacy skills, which has been reported to greatly contribute to reading acquisition in alphabetic languages (Lonigan, Burgess, & Anthony, 2000;Pullen & Justice, 2003).…”

Section: Introductionmentioning

confidence: 99%

The developmental trend of orthographic awareness in Chinese preschoolers

et al. 2014

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The present study explored the developmental trend of orthographic awareness in Chinese-speaking preschoolers. A total of 184 children between 3 and 5 years of age participated in the study. Two developmental patterns of orthographic awareness were obtained. One pattern was dependent on a traditional Chinese orthographic hierarchy, with a sequence of writing system specificity, radical, whole character, radical combination rules, and stroke. Three-year-olds fully understood the writing-system-specific features of Chinese characters, and could distinguish characters from alphabetic scripts and drawings; the average accuracy was [80 %.Five-year-olds were able to distinguish radicals from numbers, as well as regard non-characters with rotated radicals and missing radicals as illegal; the average accuracy was 87 %. At 5 years of age, children could detect whole character rotated non-characters with an average accuracy of 78 %, but were not proficient in identifying non-characters with absent strokes (the average accuracy was 69 %). The 5-year-old children did not know well about radical combination rules; the average accuracy was 67 %. The other pattern was associated with violation means of noncharacters, which could be characterized as progressing from form types, to spatial formats, and finally to combination conventions. Children grasped legal form types of scripts (Chinese characters and radicals) at 3 years of age, with an average accuracy approaching 80 %. Five-year-old children detected illegal spatial characteristics of characters, such as up-down reversal, with an average accuracy of 78 %. However, children were unable to understand radical combination conventions even at 5 years of age; average accuracy was 67 %.

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Section: Introductionmentioning

confidence: 99%

The developmental trend of orthographic awareness in Chinese preschoolers

et al. 2014

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“…Among the various candidate predictors (in alphabetic languages) that might explain improvements in word reading, it seems that letter knowledge and phonological awareness are among the best and most robust predictors of multiple reading outcomes in Grades 1 and 2 (for a recent French longitudinal study, see: Costa et al, 2013;in Finnish: Puolakahano et al, 2007;in English: Schatschneider, Fletcher, Francis, Carlson, & Foorman, 2004;in Hebrew: Levin, Shatil-Carmon, & Asif-Rave, 2006). Indeed, according to the self-teaching hypothesis, the development of word reading is based on decoding procedure which requires the involvement of letter knowledge (name and sound) and phonological awareness.…”

Section: Predictors Of Word Recognitionmentioning

confidence: 99%

Evidence-based practices to stimulate emergent literacy skills in kindergarten in France: A large-scale study

Écalle

Labat

Cam

et al. 2015

Teaching and Teacher Education

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“…Among the abilities cited above, the knowledge of the letters and sounds of the alphabet, plus the ability to encode/write and decode/read letters, syllables or isolated words should be highlighted as initial reading and writing abilities [17][18][19][20] . Several studies suggest a strong relationship between knowledge of the letters of the alphabet and success in the initial learning of the written language 1,17,[21][22][23][24] .…”

Section: Introductionmentioning

confidence: 99%

Phonological awareness and early reading and writing abilities in early childhood education: preliminary normative data

et al. 2019

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Objective: to provide preliminary normative data for the Reading and Writing Test by type of school, and normative data for the Phonological Awareness Test by Oral Production for private schools and update their normative data available for public schools, all of which are for children in the final year of early childhood education. Methods: 267 children, in the age range of 5 years, and typical development. Identification Questionnaire for Parents, Phonological Awareness Test by Oral Production and Reading and Writing Test were used. The means of performance in the tests of the present sample were compared with the existing normative data to justify normative data provision and updating. Results: Student’s t-test revealed that the private school children outperformed those of the public schools in all measures, reinforcing the need for specific standards, according to the type of school. There were strong to very strong relationships among the variables evaluated, demonstrating a marked association between phonological awareness and initial reading and writing abilities. The Wilcoxon test revealed significant differences between the performance of the children of the present study, from both private and public schools, and the data from the Phonological Awareness Test by Oral Production standardization sample, suggesting the need to update the Phonological Awareness Test by Oral Production standards. Finally, the new normative data were presented. Conclusion: the need to make available and update the test standards used, according to the type of school, was confirmed. Further studies are necessary to expand the data presented to other age groups.

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Emergent literacy skills, behavior problems and familial antecedents of reading difficulties: A follow-up study of reading achievement from kindergarten to fifth grade

Cited by 25 publications

References 76 publications

The developmental trend of orthographic awareness in Chinese preschoolers

The developmental trend of orthographic awareness in Chinese preschoolers

Evidence-based practices to stimulate emergent literacy skills in kindergarten in France: A large-scale study

Phonological awareness and early reading and writing abilities in early childhood education: preliminary normative data

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