Preschool Literacy Experience and Later Reading Achievement

Scarborough, Hollis S.; Dobrich, Wanda; Häger, Maria

doi:10.1177/002221949102400811

Cited by 173 publications

(155 citation statements)

References 11 publications

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“…Much evidence indicates that children's exposure to literacy-related activities at home is important for children's literacy acquisition (Bus et al, 1995;Dickinson & Tabors, 2001;Scarborough & Dobrich, 1994;Scarborough, Dorich, & Hager, 2001). The relationship between literacy practices at home and children's literacy acquisition is mediated by several important emergent literacy skills -phonological awareness, vocabulary, and letter-name knowledge (Whitehurst et al, 1994;Sénéchal, 2006a;Sénéchal et al, 1998).…”

Section: Background and Contextmentioning

confidence: 99%

The relationship between home literacy practices and developmental trajectories of emergent literacy and conventional literacy skills for Korean children

Kim

2007

Read Writ

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Previous studies with English-speaking families in the North American context demonstrated that home literacy practices have positive influences on children's literacy acquisition. The present study expands previous studies by examining how home literacy practices are related to growth trajectories of emergent literacy skills (i.e., vocabulary, letter-name knowledge, and phonological awareness) and conventional literacy skills (i.e., word reading, pseudoword reading, and spelling), and by using data from Korean children and families (N = 192). The study revealed two dimensions of home literacy practices, home reading and parent teaching. Frequent reading at home was positively associated with children's emergent literacy skills as well as conventional literacy skills in Korean.However, children whose parents reported more frequent teaching tended to have low scores in their phonological awareness, vocabulary, word reading and pseudoword reading after accounting for home reading. These results suggest a bidirectional relationship between home literacy practices, parent teaching in particular, and children's literacy skills such that parents adjust their teaching in response to their child's literacy acquisition.Furthermore, cultural variation in views on parent teaching may explain these results.Word Count: 178

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Section: Background and Contextmentioning

confidence: 99%

The relationship between home literacy practices and developmental trajectories of emergent literacy and conventional literacy skills for Korean children

Kim

2007

Read Writ

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“…Some studies have revealed small or no relationship between the home literacy environment and literacy outcomes (Bus et al, 1995;Evans, Shaw, & Bell, 2000;Griffin & Morrison, 1997). Other researchers have found a direct relationship, particularly during the preschool years (Britto, 2001;Britto & Brookes-Gunn, 2001;Burgess et al, 2002;Scarborough, Dobrich, & Hager, 1991;Speece et al, 2004;Storch & Whitehurst, 2001). Differences in the measures and methods used in the various studies may explain some of the inconsistencies.…”

Section: Reading Abilitiesmentioning

confidence: 99%

Early Language and Reading Development of Bilingual Preschoolers From Low-Income Families

Hammer

Miccio

2006

Topics in Language Disorders

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Learning to read is a complex process and a number of factors affect a child's success in beginning reading. This complexity increases when a child's home language differs from that of the school and when the child comes from a home with limited economic resources. This article discusses factors that have been shown to contribute to children's success in early reading, namely -phonological awareness, letter-word identification, oral language, and the home literacy environment. Preliminary evidence suggests that bilingual children from low-income backgrounds initially perform poorly on phonological awareness and letter identification tasks, but appear to acquire these abilities quickly in kindergarten once these abilities are emphasized in early reading instruction. In addition, the findings show that bilingual preschoolers' receptive language abilities in English and Spanish positively impact their early letter-word identification abilities at the end of kindergarten. A positive relationship between bilingual preschoolers' home literacy environment and early reading outcomes has not been found to date. Educational implications for serving young, bilingual children from programs such as Head Start are discussed.

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“…A lot of studies investigating this concern show, attitude towards reading and of reading skills success, unsurprisingly are related to each other, and this relationship is both statistically meaningful and positive. Furthermore, it can be seen that a positive attitude towards reading makes a meaningful contribution to high reading success (Rowell 1972(Rowell -1973Szymezuk & Millard 1979;Mason 1980;Roettger, Schofield 1980;Quinn & Jadav 1987;Gottfried 1990;Dobrich & Hager 1991;Wigfield & Guthrie 1997;Greene, Miller, Crowson, Duke & Akey 2004;Scarborough, Wang & Guthrie 2004;Unrau & Schlackman 2006).…”

Section: Introductionmentioning

confidence: 99%

The Factors Effecting Reading Literacy in the Programme for International Students Achievement (PISA) 2009

COŞGUNER¹,

Güzeller²

2015

MJH

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Abstract:The aim of this study was to determine the factors effecting the reading literacy of 15 year old age-group students in Turkey, within the context of the Programme for International Student's Achievment (PISA) 2009. The study involved 4996 students. To determine the factors effecting reading literacy, analysis based on sub-problems was conducted. In this analysis, firstly an exploratory factor analysis by questionnaire was conducted concerning questions relating to interest and learning strategies. Then the defined factors were analyzed based upon confirmatory factor analysis and, finally, linear regression analysis was conducted to establish the reading literacy explanation ratio of the defined factors. Based upon these results, a 7-factor stucture related to reading literacy was derived and confirmatory factor analysis of the 7-factored structure was confirmed. This defined 7-factor structure explained 59.71 percent of the total variation. As a result of multiple linear regression analysis, it was found that the determined variables identified the 14.1 portion of reading. Keywords: PISA 2009, Reading Literacy, Exploratory and Confirmatory Factor Analysis, Multiple Linear RegressionÖz: Bu çalışma, 2009 yılı Uluslararası Öğrenci Başarı Programı (PISA) uygulaması kapsamında Tür-kiye'deki 15 yaş grubu öğrencilerin okuma becerisini etkileyen faktörleri saptamayı amaçlamaktadır. Çalışma 4996 öğrenci ile yürütülmüştür. Okuma becerisini etkileyen faktörleri saptamak amacıyla alt problemlere dayalı analizler yapılmıştır. Bu analizlerde ilkin, açıklayıcı faktör analizi anketteki ilgi ve öğrenme stratejilerine ilişkin sorularla yürütülmüştür; ardından tanımlanan faktörler doğrulayıcı faktör analizine bağlı olarak analiz edilmiş ve son olarak doğrusal regresyon analizi belirlenen faktörlerin açıklama oranını -okuma becerisini saptamak için yapılmıştır. Sonuçlara göre, okuma becerisine ilişkin 7 faktörlü yapı elde edilmiş ve 7 faktörlü yapı, doğrulayıcı faktör analizi teyit edilmiştir. Belirlenen bu 7 faktörlü yapı toplam değişikliğin %59.71'ni açıklamaktadır. Çoklu doğrusal regresyon analizi sonucunda, belirlenen değişkenlerin 14.1 okuma payını tespit ettiği bulunmuştur.Anahtar sözcükler : PISA 2009,

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Preschool Literacy Experience and Later Reading Achievement

Cited by 173 publications

References 11 publications

The relationship between home literacy practices and developmental trajectories of emergent literacy and conventional literacy skills for Korean children

The relationship between home literacy practices and developmental trajectories of emergent literacy and conventional literacy skills for Korean children

Early Language and Reading Development of Bilingual Preschoolers From Low-Income Families

The Factors Effecting Reading Literacy in the Programme for International Students Achievement (PISA) 2009

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