Development of emergent literacy and early reading skills in preschool children: Evidence from a latent-variable longitudinal study.
Top Cited Papers
- 1 September 2000
- journal article
- Published by American Psychological Association (APA) in Developmental Psychology
- Vol. 36 (5), 596-613
- https://doi.org/10.1037/0012-1649.36.5.596
Abstract
Although research has identified oral language, print knowledge, and phonological sensitivity as important emergent literacy skills for the development of reading, few studies have examined the relations between these aspects of emergent literacy or between these skills during preschool and during later reading. This study examined the joint and unique predictive significance of emergent literacy skills for both later emergent literacy skills and reading in two samples of preschoolers. Ninety-six children (mean age = 41 months, SD = 9.41) were followed from early to late preschool, and 97 children (mean age = 60 months, SD = 5.41) were followed from late preschool to kindergarten or first grade. Structural equation modeling revealed significant developmental continuity of these skills, particularly for letter knowledge and phonological sensitivity from late preschool to early grade school, both of which were the only unique predictors of decoding.Keywords
This publication has 52 references indexed in Scilit:
- Development of phonological sensitivity in 2- to 5-year-old children.Journal of Educational Psychology, 1998
- Child Development and Emergent LiteracyChild Development, 1998
- Components of phonological awarenessReading and Writing, 1995
- Productive phonology and phonological awareness in preschool childrenApplied Psycholinguistics, 1995
- The beginning of decodingReading and Writing, 1993
- THEORETICAL LINKS AMONG NAMING SPEED, PRECISE TIMING MECHANISMS AND ORTHOGRAPHIC SKILL IN DYSLEXIAReading and Writing, 1993
- Language development, metalinguistic skills, and print awareness in 3-year-old childrenApplied Psycholinguistics, 1992
- Learning to read and write: A longitudinal study of 54 children from first through fourth grades.Journal of Educational Psychology, 1988
- Research on the preschool prediction of later academic achievement: A reviewDevelopmental Review, 1988
- Analyzing spoken language into words, syllables, and phonomes: A developmental studyJournal of Psycholinguistic Research, 1975