Continuity in children’s literacy achievements: A longitudinal perspective from kindergarten to school
- 1 October 2005
- journal article
- research article
- Published by SAGE Publications in First Language
- Vol. 25 (3), 259-289
- https://doi.org/10.1177/0142723705050339
Abstract
This study examined continuity in literacy achievements from kindergarten to school, among low SES Israeli children, controlling for family factors. Kindergartners’ early oral and code-related language skills as well as family measures were assessed at age 51/2. In school, 21/2 years later, their literacy achievements were evaluated. Correlations emerged between all kindergarten literacy measures and school literacy achievements. Oral and code-related early literacy measures similarly predicted all school literacy achievements. Moreover, early literacy predicted literacy achievements at the end of second grade beyond home environmental measures. Results highlighted the stability in children’s learning through the kindergarten-to-school transition, confirming the importance of promoting early literacy in kindergarten, especially among low SES children.This publication has 56 references indexed in Scilit:
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