Spelling Acquisition in Two Social Groups: Mother-Child Interaction, Maternal Beliefs and Child's Spelling

Korat, Ofra; Levin, Iris

doi:10.1207/s15548430jlr3402_5

Cited by 15 publications

(11 citation statements)

References 43 publications

(43 reference statements)

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“…Two studies of Israeli children by Korat and colleagues (Korat, Klein, & Segal-Drori, 2007; Korat & Levin, 2002) examined literacy skills and found an association with SES. However, on closer examination, literacy was also mediated by qualities of the maternal–child interaction during spelling tasks and reading activities and moderated by gender, with boys performing more poorly across SES conditions.…”

Section: Resultsmentioning

confidence: 99%

Socioeconomic Status and Child Development

Letourneau

Duffett‐Leger

Levac

et al. 2011

Journal of Emotional and Behavioral Disorders

302

198

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Lower socioeconomic status (SES) is widely accepted to have deleterious effects on the well-being and development of children and adolescents. However, rigorous meta-analytic methods have not been applied to determine the degree to which SES supports or limits children’s and adolescents behavioural, cognitive and language development. While SES is largely determined by combinations of variables such as parental education level, marital status, and income, SES may also interact with other variables mediating or moderating the influence of SES on children’s behavior and cognitive development. Thus, the objective of this study was to conduct a meta-analysis of research on the relationship between composite measures of SES and developmental outcomes for children and adolescents between the ages of birth to 19 years of age. The results revealed very small to small, but significant effects of SES on aspects of the three outcome variables of literacy and language, aggression, and internalizing behaviours including depression. Many other factors come in to play that may better explain the small, but significant relationship between SES and development. Given the small observed associations, policy makers and programmers may focus interventions on family and community factors that contribute to child and adolescent developmental outcomes across the socioeconomic spectrum.

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Section: Resultsmentioning

confidence: 99%

Socioeconomic Status and Child Development

Letourneau

Duffett‐Leger

Levac

et al. 2011

Journal of Emotional and Behavioral Disorders

302

198

View full text Add to dashboard Cite

show abstract

“…Internal reliability assessed by Cronbach's α was .58 for the pretest and .68 for the posttest ( p < .001). Similar word spelling tests and analyses were performed in our previous research on second graders from the low‐SES group (Korat & Levin, ). See similar tests by Aram and Levin () using similar scales with Hebrew‐speaking children.…”

Section: Methodsmentioning

confidence: 98%

“…In the Hebrew orthography, all letters stand for consonants, while four of them also designate vowels. Consonants are fully represented by letters, whereas vowels are only partially represented (Korat & Levin, ; Levin, Korat, & Amsterdamer, ). In fact, there are two different systems of marking vowels in Hebrew.…”

Section: Methodsmentioning

confidence: 99%

Dynamic Versus Static Dictionary With and Without Printed Focal Words in E‐Book Reading as Facilitator for Word Learning

Korat

Levin

Ben-Shabt

et al. 2014

Reading Research Quarterly

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We investigated the extent to which a dictionary embedded in an e‐book with static or dynamic visuals with and without printed focal words affects word learning. A pretest–posttest design was used to measure gains of expressive words' meaning and their spelling. The participants included 250 Hebrew‐speaking second graders from low‐socioeconomic status families who were randomly assigned to five equal groups. Four groups read the e‐book with a dictionary with (1) static visuals (SVs) without the printed focal words, (2) dynamic visuals (DVs) without the printed focal words, (3) SVs with the printed focal words, or (4) DVs with the printed focal words. The fifth group read the e‐book without a dictionary (control). The results show that word explanations and word use progressed the most after reading the e‐book with DVs and printed focal words. Less progress was observed when reading with SVs with printed focal words and DVs without printed focal words. Even less progress was observed when reading with SVs without printed focal words. The lowest support was in the control group, who read the e‐book without a dictionary. Word spelling progressed significantly in all groups. This study contributes to our knowledge on the potential benefits of multimedia for supporting the language and literacy of preschoolers. More specifically, it shows the contribution of a dynamic dictionary together with printed focal words for expressive word learning, along with the benefit of highlighted text in an e‐book for supporting word spelling.

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“…Families that are somewhat more fortunate economically and culturally can mobilize these resources to help their children (Bourdieu & Passeron 1990). The Ethiopian Israeli parents do not have the tradition and tools necessary to prepare their children for Western-type schools, are less attuned with the language and literacy needs of their children (Stravas & Olshtain 2006), and are unable to mediate and foster the budding of literacy skills in both the L1 and the L2 of their children (Aram & Levin 2002;Korat & Levin 2002). This study demonstrates the serious effects of the combined impact of poverty, dearth of relevant cultural capital, and language and literacy resources (in L1 and L2) necessary for the development of higher level literacy and academic achievement.…”

Section: A Communal Perspective: Poverty Cultural Resources and Emementioning

confidence: 99%

Emergent literacy in children of immigrants coming from a primarily oral literacy culture

Shany

Geva

Melech-Feder³

2010

WL&L

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This study examined emergent literacy skills of 61 kindergarten children whose families had immigrated to Israel from a primarily oral society (Ethiopia). Three complementary perspectives were examined: developmental patterns, individual differences, and the contribution of parent literacy. The emergent literacy skills of children whose families were from Ethiopia were compared to those of 52 children coming from a primarily literate culture. The groups had acquired less complex Hebrew literacy skills in the same order, including phonological awareness, letter naming and consonant writing. However, the Ethiopian Israeli children were less proficient on various aspects of Hebrew language proficiency, and less familiar with aspects of cultural and environmental literacy. Most were also unable to speak or comprehend Amharic. In both groups, phonological awareness explained individual differences in letter naming, but vocabulary and syntactic knowledge added to the explained variance only in the Ethiopian Israeli group. Letter naming was associated with consonant writing in both groups. Hebrew oral and written language proficiency of Ethiopian Israeli mothers was positively correlated with literacy skills in their children. The results underscore the importance of distinguishing between less complex, modularized, aspects of emergent literacy and more complex literacy skills. Here the cumulative effects of poverty, oral home culture, parental inability to mediate language and literacy, and non-optimal conditions for becoming bilingual place young immigrant children at risk for academic failure early on.

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Spelling Acquisition in Two Social Groups: Mother-Child Interaction, Maternal Beliefs and Child's Spelling

Cited by 15 publications

References 43 publications

Socioeconomic Status and Child Development

Socioeconomic Status and Child Development

Dynamic Versus Static Dictionary With and Without Printed Focal Words in E‐Book Reading as Facilitator for Word Learning

Emergent literacy in children of immigrants coming from a primarily oral literacy culture

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