Interrelationships among prereading and oral language skills in kindergartners from two social classes

Dickinson, David K.; Snow, Catherine E.

doi:10.1016/0885-2006(87)90010-x

Cited by 256 publications

(208 citation statements)

References 13 publications

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Section: Nih-pa Author Manuscriptmentioning

confidence: 98%

Section: Nih-pa Author Manuscriptmentioning

confidence: 99%

“…Although many studies have shown that SES and PA are associated (e.g. Dickinson & Snow, 1987;Noble et al, 2005;Wallach, Wallach, Dozier, & Kaplan, 1977;Whitehurst, 1997), the nature of this relationship is less clear.We propose that a child's background and experiences are likely to directly influence the association between a child's understanding of language sounds and his or her ability to map these sounds onto letters. PA is a skill that varies from child to child; as detailed above, some individuals show difficulties with this skill, which in turn predict difficulties with reading.…”

mentioning

confidence: 99%

“…For instance, no children from the highest tercile of SES scored at the lowest PA levels. This reflects the fact that SES and PA are themselves correlated (Dickinson & Snow, 1987;Noble et al, 2005;Wallach et al, 1977;Whitehurst, 1997).To test for an interaction it was therefore necessary to restrict the data to a subset in which children from diverse SES backgrounds scored within an overlapping range of PA. An adequately broad range of SES was represented between the scores of 7 and 13 on the PA composite, i.e. one standard deviation above and below the nationally standardized mean of 10 for the CTOPP subtests.…”

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confidence: 99%

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Socioeconomic background modulates cognition–achievement relationships in reading

Noble

Farah

McCandliss

2006

Cognitive Development

184

135

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Multiple factors contribute to individual differences in reading ability. The two most thoroughly examined are socioeconomic status (SES) and phonological awareness (PA). Although these factors are often investigated individually, they are rarely considered together. Here we propose that SES systematically influences the relationship between PA and reading ability, and test this prediction in 150 first-graders of varying SES and PA. Results confirm a multiplicative relationship between SES and PA in decoding skills, such that decreased access to resources may amplify cognitive risk factors for poor decoding, whereas greater access to resources may buffer reading skills among children with weaker PA. Attempts to identify the cognitive and experiential factors driving development must acknowledge the complex, synergizing relations between these factors. KeywordsCognition; Socioeconomic status; Phonological awareness; Reading; Language Many factors contribute to individual differences in early childhood reading ability. To optimize reading education strategies, we must understand how these factors relate to and interact with each other in the development of reading skills. Extensive literatures have addressed both the cognitive and social correlates of reading development. Sociological research has provided insights into the relationship between reading achievement and a child's socioeconomic background, whereas the traditions of cognitive and educational psychology have largely focused on the cognitive precursors to reading ability. However, although a number of studies have examined the distinct associations of either socioeconomic status (SES, e.g. R.H. Bradley, Corwyn, Burchinal, Pipes McAdoo, & Garcia Coll, 2001;White, 1982;Whitehurst, 1997) or phonological awareness (PA, e.g. Adams, 1990;L. Bradley & Bryant, 1983;Wagner & Torgesen, 1987) with reading development, surprisingly few have considered these two factors together (Bowey, 1995;Hecht, Burgess, Torgesen, Wagner, & Rashotte, 2000;Raz & Bryant, 1990), and none has examined how a child's social background may interact with PA in predicting reading ability. Such approaches implicitly make strong assumptions about the independence of these two factors. Here we hypothesize that these two factors are not independent, but rather, that a child's background and experiences are likely to directly interact with the cognitive precursors to reading. This "Multiplicative Factors NIH Public Access NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author ManuscriptHypothesis," outlined below, predicts that the relationship between PA and reading achievement will be systematically modulated by SES.SES is strongly associated with many measures of childhood cognitive and academic achievement, including IQ (Liaw & Brooks-Gunn, 1994;Smith, Brooks-Gunn, & Klebanov, 1997), achievement test scores (Brooks-Gunn, Guo, & Furstenberg, 1993), grade retentions and functional literacy (Baydar, Brooks-Gunn, & Furstenberg, 1993). These effects are typically quite substan...

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Section: Nih-pa Author Manuscriptmentioning

confidence: 98%

Section: Nih-pa Author Manuscriptmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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Socioeconomic background modulates cognition–achievement relationships in reading

Noble

Farah

McCandliss

2006

Cognitive Development

184

135

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“…With regard to language variables, social class differences generally have not been found for contextualized language skills (i.e., skills related to the conversational use of language; e.g., Dickinson & Snow, 1987;Wells, 1981). However, middle-class children appear to have an advantage on decontextualized language tasks, that is, language use that relies primarily on linguistic cues to meaning in the absence of a supporting context (Bemstein, 1971;Corson, 1989;Dickinson & Snow, 1987;Farran, 1982;Feagans, 1982;Holobow, Genesee, Lambert, Gastright, & Met, 1987;Rackstraw & Robinson, 1967).…”

Section: Social Class Factors In Linguistic Performancementioning

confidence: 99%

Developmental versus language-based factors in metaphor interpretation.

Johnson¹

1991

Journal of Educational Psychology

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This study examines the respective roles of language proficiency and more general developmental factors (e.g., mental capacity, knowledge) in children's metaphor interpretation. Subjects were Spanish-English-speaking and monolingual-English children from 7 to 12 years of age. The samples were English-speaking middle-class (n ffi 31) and working-class children (n = 34) and Spanish-English-speaking children who were either long-term residents (n = 39) or recent immigrants to Canada (n = 21). These samples were equal in measured mental capacity but differed on measures of language proficiency in English. With a previously validated procedure, subjects' metaphor interpretations were scored for cognitive complexity. Metaphor score increased with age, and the developmental curves were parallel across the four samples. For metaphor score, effects due to language or socioeconomic status were of small magnitude in relation to those due to age.There is a rich body of data describing developmental changes in ability to comprehend metaphors (for reviews see

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Issues in the assessment of reading disabilities in L2 children?beliefs and research evidence

Geva

2000

Dyslexia

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In bilingual and multilingual settings one is constantly challenged by the difficulty of teasing apart phenomena associated with normal second language (L2) reading acquisition from authentic warning signs of reading failure. The bulk of this paper focuses on a critical discussion of a cluster of beliefs that pertain to the issues concerning the diagnosis of reading disability in multilingual and bilingual settings among school children. Findings from available research on reading acquisition among bilingual children and research focusing specifically on the assessment of English-as-a-second language (ESL) children who might be at risk for reading disability are used to evaluate the validity of these beliefs. While some beliefs are supported by research, others are not. In particular, the research suggests that reliable diagnosis of dyslexia among ESL children can be achieved by examining within-language differences on various indices of basic reading skills such as phonological processing, and by noting a significant gap between oral and reading comprehension.

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Interrelationships among prereading and oral language skills in kindergartners from two social classes

Cited by 256 publications

References 13 publications

Socioeconomic background modulates cognition–achievement relationships in reading

Socioeconomic background modulates cognition–achievement relationships in reading

Developmental versus language-based factors in metaphor interpretation.

Issues in the assessment of reading disabilities in L2 children?beliefs and research evidence

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