Oral language and code-related precursors to reading: Evidence from a longitudinal structural model.

Storch, Stacey A.; Whitehurst, Grover J.

doi:10.1037/0012-1649.38.6.934

Cited by 1,271 publications

(1,180 citation statements)

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“…This finding is consistent with previous research demonstrating the longitudinal stability of word level reading skills (Juel, 1988; Torgesen et al, 1999) and can be seen as a lower-limit estimate of reliability. Furthermore, the correlation between the TOWRE composite and the NARA-II comprehension test was .73, consistent with previous research demonstrating the association between word identification and later reading performance (e.g., Juel, 1988; Storch & Whitehurst, 2002). In addition, our results (e.g., standard deviations, twin correlations, heritability estimates) mirror very closely the TOWRE results from a U.S. study in which the TOWRE was administered in the standard format to twins in kindergarten (age 6) and first grade (age 7) (Byrne et al, 2005).…”

Section: Methodssupporting

confidence: 89%

I. Introduction

Kovas

Haworth²,

Dale³

et al. 2007

Monographs Society Res Child

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Section: Methodssupporting

confidence: 89%

I. Introduction

Kovas

Haworth²,

Dale³

et al. 2007

Monographs Society Res Child

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“…NIH-PA Author Manuscript NIH-PA Author Manuscript skills enter kindergarten poised to acquire the alphabetic principle and to apply this principle to two key aspects of reading development: word recognition and reading comprehension (Chaney, 1998;Lonigan, Burgess, & Anthony, 2000; NICHD Early Child Care Research Network [ECCRN], 2005;Storch & Whitehurst, 2002). Conversely, children who enter kindergarten with relatively under-developed language and literacy skills are more likely than their higher-achieving peers to exhibit difficulties in both immediate and long-term reading development (Gallagher, Frith, & Snowling, 2000;O'Connor & Jenkins, 1999).…”

Section: Nih-pa Author Manuscriptmentioning

confidence: 99%

“…Educational-policy initiatives that seek to improve the quality of early education, particularly in the area of literacy and language instruction, are grounded in developmental theory and empirical evidence emphasizing the continuity between children's early literacy and language development and their later achievement of skilled reading (e.g., Catts, Fey, Zhang, & Tomblin, 2001;Lonigan, 2006;Storch & Whitehurst, 2002;Whitehurst & Lonigan, 1998). Evidence shows that children with well-developed language and literacy Publisher's Disclaimer: This is a PDF file of an unedited manuscript that has been accepted for publication.…”

Section: Introductionmentioning

confidence: 99%

“…Consistent with other available preschool curricula designed to provide explicit supplemental instruction in language and literacy, it provides (1) a 36-week scope and sequence of six "high-priority" instructional targets in language and literacy appropriate for preschool children, (2) weekly lesson plans including specific objectives for addressing each of these targets and sample lesson scripts, and (3) supplementary materials and manipulatives for delivering lessons, including access to a companion website providing depictions of high-quality implementation. Teachers were asked to implement at least six lessons per week as a supplement to (but not a replacement of) the general curriculum framework used in the classroom, which was High/Scope for 81 teachers (60%), Creative Curriculum for 26 teachers (19%), and an "Other" curriculum for the remainder (n = 28, 21%).Curriculum description-MTP-LL provides a 36-week scope and sequence for six targets of instruction, with selection of the targets informed by the work of the National Early Literacy Panel (see Lonigan, 2006), meta-analyses by Hammill (2004) and Scarborough (2002), and longitudinal studies of the relationship between specific early language and literacy abilities and later reading, language, and academic adjustment (e.g, Bryant, Maclean, & Bradley, 1990;Catts et al, 2001;Chaney, 1998;Gallagher et al, 2000;Storch & Whitehurst, 2002). The language and literacy targets addressed in MTP-LL include: (1) phonological awareness, (2) alphabet knowledge, (3) print awareness, (4) vocabulary and linguistic concepts, (5) narrative, and (6) pragmatics and social language.…”

mentioning

confidence: 99%

“…As an example, the U.S. Department of Education's Early Reading First program provides funds to preschool programs to support their achievement of "excellence" in programming, particularly the provision of high-quality instruction in literacy and language through improved classroom print richness, professional development for staff, and implementation of scientificallybased curricula. The anticipated outcome of such proactive and prevention-oriented initiatives is that more children will enter school with the skills and competencies needed to succeed in early and later reading instruction.Educational-policy initiatives that seek to improve the quality of early education, particularly in the area of literacy and language instruction, are grounded in developmental theory and empirical evidence emphasizing the continuity between children's early literacy and language development and their later achievement of skilled reading (e.g., Catts, Fey, Zhang, & Tomblin, 2001;Lonigan, 2006;Storch & Whitehurst, 2002;Whitehurst & Lonigan, 1998). Evidence shows that children with well-developed language and literacy Publisher's Disclaimer: This is a PDF file of an unedited manuscript that has been accepted for publication.…”

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confidence: 99%

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Quality of language and literacy instruction in preschool classrooms serving at-risk pupils

Justice

Mashburn

Hamre

et al. 2008

Early Childhood Research Quarterly

500

298

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Policy-makers, administrators, researchers, and teachers are increasingly vested in ensuring the quality of preschool instruction, particularly in the areas of language and literacy. This research was conducted to characterize the quality of language and literacy instruction in 135 publiclyfunded preschool classrooms serving at-risk pupils. As all teachers in these classrooms were implementing the same language and literacy curriculum, we also studied the interrelationships among procedural fidelity to a prescribed curriculum and the quality of language and literacy instruction, determining whether procedural fidelity is associated or disassociated with quality instruction. Results showed that the quality of language and literacy instruction in classrooms was low, with few teachers delivering high quality instruction. Although teachers were able to implement a prescribed language and literacy curriculum with a high degree of procedural fidelity, this was not associated with quality instruction. Few structural characteristics of classrooms of teachers were systematically associated with quality of instruction. Findings have important implications for professional development of teachers by suggesting a need for a sustained and coherent focus on the process of instruction to elevate instructional quality in language and literacy.Two-thirds of 4-year-olds currently participate in early education programs, and this figure is growing annually in light of many state-level initiatives to expand enrollment or provide universal access to preschool for 4-year-old children (Barnett & Yarosz, 2004). Complementing these initiatives are movements to improve the quality of instruction within preschool programs, particularly in the area of language and literacy. As an example, the U.S. Department of Education's Early Reading First program provides funds to preschool programs to support their achievement of "excellence" in programming, particularly the provision of high-quality instruction in literacy and language through improved classroom print richness, professional development for staff, and implementation of scientificallybased curricula. The anticipated outcome of such proactive and prevention-oriented initiatives is that more children will enter school with the skills and competencies needed to succeed in early and later reading instruction.Educational-policy initiatives that seek to improve the quality of early education, particularly in the area of literacy and language instruction, are grounded in developmental theory and empirical evidence emphasizing the continuity between children's early literacy and language development and their later achievement of skilled reading (e.g., Catts, Fey, Zhang, & Tomblin, 2001;Lonigan, 2006;Storch & Whitehurst, 2002;Whitehurst & Lonigan, 1998). Evidence shows that children with well-developed language and literacy Publisher's Disclaimer: This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this ear...

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Development of an Eco-Biodevelopmental Model of Emergent Literacy Before Kindergarten

et al. 2021

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mergent literacy has been described as "a developmental continuum [involving] skills, knowledge and attitudes that are precursors to reading and writing." 1(p848) Reading difficulties stem from deficits in any of these domains and take root early, with many children beginning kindergarten unprepared to learn to read 2 (typical skill emergence is summarized in Figure 1). These children are disproportionately from households with low socioeconomic status (SES) and minority race and/or ethnicity. 3,4 In total, 65% of fourth-grade students in the US scored lower than proficient in reading in a 2019 assessment. 5 Low reading proficiency is associated with adverse outcomes that accelerate over time. These outcomes include behavior and conduct issues, withdrawal from school, and low vocational potential and poverty, with an estimated annual cost of more than $350 billion in the US and more than $1.2 trillion worldwide. 6 Dyslexia is defined as persistent difficulty learning to read accurately or fluently despite adequate exposure to written language and normal nonverbal intelligence, with a substantial genetic component and an estimated prevalence of 5% to 17%. 7 Other reading difficulties occur in the context of medical and environmental risk factors, including premature birth, 8 chronic medical conditions, 9 English as a second language, 10 excessive screen-based media exposure, 11,12 and an understimulating home literacy environment, which, while variable, can be defined as the resources, motivation, and/or stimulation required to learn to read. [13][14][15] Dyslexia is traditionally characterized as having a phonological basis, while environmentally based reading difficulties are IMPORTANCE Literacy has been described as an important social determinant of health. Its components emerge in infancy and are dependent on genetic, medical, and environmental factors. The American Academy of Pediatrics advocates a substantial role for pediatricians in literacy promotion, developmental surveillance, and school readiness to promote cognitive, relational, and brain development. Many children, especially those from minority and underserved households, enter kindergarten unprepared to learn to read and subsequently have difficulty in school.OBSERVATIONS Emergent literacy is a developmental process beginning in infancy. Component skills are supported by brain regions that must be adequately stimulated and integrated to form a functional reading network. Trajectories are associated with genetic, medical, and environmental factors, notably the home literacy environment, which is defined as resources, motivation, and stimulation that encourage the literacy development process. Eco-biodevelopmental models are advocated by the American Academy of Pediatrics, and these models offer insights into the neurobiological processes associated with environmental factors and the ways in which these processes may be addressed to improve outcomes. Emergent literacy is well suited for such a model, particularly because the mechanisms underlying...

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Oral language and code-related precursors to reading: Evidence from a longitudinal structural model.

Cited by 1,271 publications

References 69 publications

I. Introduction

I. Introduction

Quality of language and literacy instruction in preschool classrooms serving at-risk pupils

Development of an Eco-Biodevelopmental Model of Emergent Literacy Before Kindergarten

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