Word explanation and content expansion during storybook reading: relation to SES and children’s language

We examined the relation between mothers’ word explanation and story content expansion during shared book reading, family socio-economic status (SES) and children’s language. The participants included 90 mothers and their children (aged 5–6 years) from low and middle SES. Mother–child storybook reading was videotaped, and the child’s vocabulary, storytelling and phonological awareness were tested. Results show that the mothers explained about one word during the book reading across SES, whereas story content expansion was more frequent. Children’s language and mothers’ story content expansion were correlated positively with SES, but mothers’ frequency of word explanation and manner of explanations were not correlated with SES, except for provision of word meaning, which correlated negatively with SES. Story content expansion was related to the children’s vocabulary level, whereas discussing story illustrations was negatively related to the children’s vocabulary. The limited word explanation support by mothers in shared book reading and its implications are discussed.     

Troubles d’acquisition de la lecture en cours élémentaire : facteurs cognitifs,sociaux et comportementaux dans un échantillon de 1062 enfants

BackgroundReading impairment is the major learning disability in children. While research on illiteracy has mainly been conducted from a sociological perspective, research on dyslexia has typically been studied from a cognitive-linguistic perspective. Studies that jointly investigate sociological, behavioral and cognitive factors in predicting reading outcome are rare and limited to English-speaking populations. The goal of the present study was to screen second grade children with reading impairment in French urban elementary schools and to pin down the factors that explain the various facets of reading failure and success.MethodsA total of 1062 children from 20 different schools in the city of Paris participated in the study. Different aspects of reading were assessed individually for children with a suspected impairment in reading acquisition. Subsequently, 131 poor readers and 50 typically developing readers were matched for sex, age, and school. For these children, medical, cognitive, behavioral and individual socioeconomic data were obtained. Group differences were examined and multiple regression analyses were conducted to examine how much variance in reading was explained by the various variables.ResultsThe prevalence of poor reading skills in grade 2 was highly influenced by neighborhood socioeconomic status (SES) (ranging from 3.3% in high SES to 20.5% in low SES areas). Among the SES variables, employment of the father was a significant predictor of poor reading. Among the cognitive variables, phonological awareness and rapid naming were the most significant factors, much more than verbal or nonverbal intelligence. Among the behavioral variables, attention was an important factor but not externalized symptoms. Multiple regression analyses showed that reading outcome was best predicted by phonological awareness skills and attention deficits.ConclusionThe majority of children with reading disability come from low SES areas. As in the English literature, the most robust predictor for reading impairment is phonological awareness, even when SES is taken into account. In addition, attention deficits seemed to aggravate reading impairments for children with weak phonological awareness skills. Successful early prevention should focus on reinforcing phonological awareness, recoding and attention skills.     

Évolution des compétences en lecture,compréhension et orthographe en environnement socioéconomique défavorisé et impact des facteurs cognitifs et comportementaux sur le devenir à deux ans

BackgroundThe prevalence of poor reading skills is particularly high among children from low socioeconomic backgrounds, but no longitudinal studies have been conducted so far in France to determine whether poor reading in a socioeconomically challenged population is persistent and warrants preventive action.DesignOne hundred and fifty-four children were divided into three groups according to their reading skills: poor, intermediate and typical readers. They were followed over a period of 2 years. Reading levels, spelling and comprehension were assessed by standardized measurement scales in order to determine reading outcome and predictive variables.ResultsThe reading skills in each group progressed at similar rates, but the differences between the three groups remained relatively constant over the 2 years. The gap between good and poor readers actually increased for the poorest readers. Spelling scores followed a similar pattern and remained weak. Comprehension scores followed a different pattern. Most of the initially poor readers with low comprehension scores almost caught up and reached the level of the typical readers. The best predictive variables of reading and spelling outcome were phonological awareness, rapid naming and attention deficit. The strongest predictive variables for comprehension were IQ, lexical level and attention.ConclusionsOur results confirm the relative stability of reading measurement across time in poor readers from low socioeconomic backgrounds. Their behavior are similar to the classic dyslexic population. The predictive variables are different depending on whether reading or spelling or comprehension is considered. These results provide a clear agenda for preventive literacy action in children with low socioeconomic levels (SES): phonological decoding and oral language skills in early grades, and screening and treatment of attention disorders.     

Phonological awareness and emerging reading skills of two- to five-year-old children

This study, conducted in Finnish private and Montessori child care centres, aimed at investigating the development of the phonological awareness (PA) of two- to five-year-old preschool children within a six-month period in relation to emerging letter knowledge and reading skills. The children (N?=?72) performed five phonological tasks and a vocabulary test, a letter knowledge test and a reading skills test twice; in the beginning, when knowing no letters, and at the end of the study. The results show that the children's performance in the different phonological tasks improved over a six-month period. Detecting word structure or blending phonemes were easier than producing rhymes or twisting. The children who had learned to recognize letters performed better in phonological tasks than the children who had not learned any letters, but children able to read precociously exceeded all. Our results appear to indicate that learning letters does not require previous PA ability but affects PA.     

Using dialogic reading to enhance emergent literacy skills of young dual language learners

This study examined the effects of an early reading intervention on preschool-age dual language learners' (DLL) early literacy skills. Instruction in phonological awareness and alphabet knowledge was embedded in interactive reading strategies, also known as dialogic reading. A single subject multiple baseline across subjects design was applied to 15 DLL preschool children. The intervention was delivered in participating children's home language, Spanish (L1). Children's growth in emergent literacy skills in Spanish and in English was monitored during baseline and intervention conditions. Visual analysis of single subject graphs indicated gains across all participants. In addition, paired-samples t-tests showed significant growth between pre- and post-tests in both English and Spanish of participating children. The findings have implications for research, practice, and policy-making.     

Which specific skills developing during preschool years predict the reading performance in the first and second grade of primary school?

The aim of this study was to examine if specific skills that are developed during preschool years could predict the reading performance in the first and second grade of primary school. Two hundred and eighty-seven children participated in this longitudinal study. At the kindergarten level, phonological awareness (PA), rapid automatised naming, phonological short-term memory, auditory processing, motor skills and oral language were evaluated. Reading performance was evaluated in Grades 1 and 2 of the primary school. Results showed that not only total reading performance, but the accuracy and the fluency of reading as well, are predicted in the first grade of school by the PA and the phonological memory scores during kindergarten. Oral language plays the most important role in the prediction of text comprehension. Total reading performance and fluency of reading in the second grade were predicted by the PA and the phonological memory scores. In this grade, the PA, the phonological memory and the copy of shapes seem to be important for the accuracy of reading. Our results suggest that the utilisation of such early evidence through intervention programmes at the preschool age and during the first school years could contribute to the prevention of possible reading problems in school children.     

Language and literacy outcomes from a pilot intervention study for children with fetal alcohol spectrum disorders in South Africa.

This pilot study investigated the efficacy of a classroom language and literacy intervention in children with fetal alcohol spectrum disorders (FASD) in the Western Cape Province of South Africa. The study forms part of a larger, ongoing study that includes metacognitive and family support interventions in addition to language and literacy training (LLT). For the LLT study, 65 nine-year-old children identified as either FASD or not prenatally exposed to alcohol, were recruited. Forty children with FASD were randomly assigned to either a LLT intervention group or FASD control group (FASD-C). Twenty-five nonalcohol-exposed children were randomly selected as nonexposed controls (NONEXP-C). Prior to intervention and after nine school-term months of treatment, general scholastic tests, teacher and parent questionnaires, classroom observations and specific language and literacy tests were administered to the participants. The nine months assessment reflects the midpoint and the first assessment stage of the overall study. At initial diagnosis and prior to commencement of the interventions, participants with FASD were significantly weaker than NONEXP-C children in reading, spelling, addition, subtraction, phonological awareness, and other tests of early literacy. Teachers rated a range of adaptive behaviors of children with FASD as significantly worse than NONEXP-C. Mean scholastic and language and literacy scores for all groups showed improvement over baseline scores after 9 months of intervention. The mean test scores of children with FASD remained lower than those of NONEXP-C. Comparison of mean baseline to postintervention score changes between the LLT, FASD-C, and NONEXP-C groups revealed that although there were no significant gains by the LLT intervention group over control groups on the general scholastic assessment battery, significantly greater improvements occurred in the LLT intervention group compared to the FASD-C group in specific categories of language and early literacy. These categories were syllable manipulation, letter sound knowledge, written letters, word reading and nonword reading, and spelling. In spite of cognitive and classroom behavioral difficulties, children with FASD from a vulnerable environment demonstrated significant cognitive improvements in specific areas targeted by classroom interventions. To our knowledge, this is the first report of a systematic classroom intervention and resultant cognitive response in children with FASD.     

Examining relationships between home-based shared book reading practices and children’s language/literacy skills at kindergarten entry

ABSTRACT

At start-up of a book distribution programme (Dolly Parton’s Imagination Library) in a southeastern United States community, we examined baseline relationships between at-home shared book reading (SBR) and children’s language/literacy abilities and skills at kindergarten entry. One hundred fifty-two parent/child dyads participated; children (53% male) had a mean age of 5 years, 6 months. Survey data included family demographics, SBR frequency and practices, and children’s interest in reading. Household income and parent education level were positively associated with SBR frequency. Relationships between SBR frequency and children’s performance on measures of print concepts/ reading behaviours, narrative retelling, narrative comprehension, and interest in reading were statistically significant. Performance on a letter naming fluency and phonemic segmentation measure was significantly related to the SBR practice of stopping to ask the child about letters or words but not to SBR frequency. Differential associations are discussed in terms of constrained and unconstrained abilities and skills, with implications for future research.     

家庭阅读环境对学龄儿童语音加工能力的影响

目的探讨家庭阅读环境中对学龄儿童语音加工能力的影响因素。方法采用整群抽样方法,抽取武汉市某城区普通小学三年级全体学生216名,进行语音加工能力测试（包括语音意识、快速命名、语音短时记忆测试）和家庭阅读环境调查。采用广义线性模型分析阅读环境各因素对语音加工能力的影响。结果对孩子语音加工能力发展有显著性影响的因素包括：孩子每天看电视的时间（1～2小时,P〈0.05;不到1小时,P〈0.05）和经常鼓励孩子看课外书（P〈0.01）对语音意识有显著性影响;给孩子买课外书的频率（P〈0.05）对语音短时记忆和快速命名能力有显著性影响;父母每周阅读（P〈0.05）对快速命名能力有显著性影响。结论家长应经常鼓励孩子看课外书并积极实施亲子共读,引导并控制孩子有效地看电视。良好的家庭阅读环境能够促进孩子语音加工能力的发展,从而提高孩子的阅读能力。     

Do children learn letter writing from their names? Examining the relations between Head Start children’s writing skills and name-specific letter knowledge

This study assessed 266 young children’s (mean age?=?55.41 months, SD?=?4.70 month) writing skills (name writing and letter writing), and decoding skills (letter knowledge, letter-word identification, and phonological awareness), and investigated whether children learn letter writing from their own names, and whether children’s gender is related to their early writing. Multiple hierarchical regression analyses show that among children who wrote recognizable letters in both name writing and letter writing tasks, children wrote a significantly higher percentage of dictated name letters than non-name letters. Letter knowledge was related to both name writing and letter writing skills. There was evidence that once children had developed basic writing skills, earlier gender differences in writing skills were no longer significant. This study provides support for the classroom instructions that integrate children’s own names and decoding knowledge into writing activities.     

Transitioning from basic school to grade one: early identification of students at-risk for reading difficulties

ABSTRACT

The purpose of this study was to identify the types of early reading tasks with which final year (5–6 year olds) Jamaican basic school children are struggling that place them at-risk for reading difficulties. A sample of 409 (224 females, 185 males) children in the final year of basic school were tested using measures of language development, phonological awareness, letter identification and letter-sound knowledge. Language development was found to be an area of strength. On measures of phonological awareness, letter identification and letter-sound knowledge, their performance indicated that these are the early reading tasks that place them at-risk for reading difficulties as 40% failed to identify sounds in the initial or final position in words, 32% were unable to identify letters and to match them with their sound, and 70% were unable to blend sounds dictated to identify words. Early identification of children at-risk for reading difficulties was highlighted.     

Examining the concurrent validity of assessing preschool language and literacy skills

The purpose of this study was to examine the concurrent validity of the assessment for an early language and literacy project. The goal of the project was to promote a successful transition to kindergarten for preschoolers who were at risk for reading difficulties by equipping them with the necessary language and literacy skills needed for early reading success. Both child outcome data and classroom/teacher level data were collected at the beginning and the end of the academic semester. Child-level pre- and post-tests indicated that participating children's language and literacy skills were improved in name writing, letter recognition, beginning sound awareness, rhyming awareness, and print knowledge. Findings from the validity study suggested a significant relationship between- and within-child outcome measures. A significant relationship was also found between norm-referenced child outcome measures and classroom-level measures; however, no significant relationship was identified between criterion-referenced child outcome measures and classroom-level measures. Implications of this study were discussed.     

Early mathematics and phonological awareness in two child care settings

Curriculum development during early childhood is informed through an understanding of the cognitive skills that develop concurrently in the earliest years. Extending previous work, this study examined the relationship between early mathematics and phonological awareness (PA) skills for 37 children (14 girls; overall mean age?=?47.6 months, SD?=?11.17) attending centre or home-based child care. Assessments included the Peabody picture vocabulary test – third edition (PPVT-III), test of early mathematics ability-3 (TEMA-3), and phonological awareness literacy screening. Letter sounds (LS) and name writing (NW) significantly mediated the relationship between PPVT and TEMA, while letter awareness (LA) approached significance as a mediator (p?=?0.06). These findings support LeFevre et al.’s [(2010). Pathways to mathematics: Longitudinal predictors of performance. Child Development, 81, 1753–1767] claim that the linguistic pathway is in use for certain components of mathematical performance. Our results suggest a developmental pathway with TEMA skills linked with LA and LS for three- and four-year-olds and NW for four-year-olds. As children develop new skills, changes take place in both domains.     

The Role of Shared Reading in the Development of Phonological Awareness: A Longitudinal Study of Middle to Upper Class Children

Many researchers and educators have assumed that variability in the home literacy environment above that which is thought to be adequate for normal reading development will not have an effect on individual differences in reading development. In order to test this assumption, 97 fourand five-year old children identified to be from homes likely to provide an advantaged HLE were followed for one year. Results from hierarchical regression indicated that variability in shared reading interactions was significantly related to growth in phonological awareness even after accounting for the effects of age, oral language, and phonological awareness at time one. Support for cumulative exposure as an important aspect of the HLE was also found.     

Acquisition of hearing, listening and speech skills by and during key stage 1

The role of hearing, although invisible, is critical to the development of language and literacy skills across key stage 1. Yet, Foundation stage and key stage 1 pupils are the most likely of all children to experience reduced hearing sensitivity, under developed listening skills and a less than ideal acoustic learning environment. The paper examines the potential impact of each of these three factors on the effectiveness of classroom teaching. First, we consider why young children may not always hear or recognize differences in the phonological (phonemic) components of speech sounds that are so fundamental to the development of listening skills, spoken language and reading. Second, the effect of everyday classroom activities on the acoustics of the speech signal and how this relates to children's learning is discussed. Third, the listening and speech skills that one might expect a child to have acquired by and during key stage 1 are explored. Only when these three factors are known, understood and effectively developed, will teachers achieve the most from their spoken contributions in the classroom.     

Neuropsychological profile of pre-schoolers with metaphonological difficulties: results from a non-clinical sample

BACKGROUND: The level of language development reached in pre-school age is considered the most reliable predictor of reading acquisition. In normally developing children, learning to read is strongly related to early language skills, and in particular to phonological processing abilities. In dyslexic children, reading abilities seem to show a correlation with phonological awareness. METHODS: A group of 65 children (aged 5-6 years) were recruited and submitted to an in-depth neuropsychological assessment [i.e. metaphonological skills, intelligence, verbal short-term memory (VSTM) and other aspects of receptive and expressive language]. We were able to identify 14 children with significant metaphonological difficulties (MD): 11 children with exclusively MD, and the other three children with specific language impairment. This study compares the neuropsychological profile obtained from children with MD with that of a peer group without any language impairment (N). RESULTS: The performances of the MD were within the normal ability range in almost all the administered tests but significantly lower compared with those of their peers without language impairment (N) in some items of the intelligence scale (Wechsler Preschool and Primary Scale of Intelligence) and in the tests of VSTM and of receptive/expressive language. Nevertheless, there were not statistically significant differences between MD and N in output phonology. CONCLUSIONS: In pre-school age, in a group of non-clinical children, with a range of abilities, those with MD appear to be at the lower end of the normal range in many other verbal skills. These children could be considered at-risk for possible subsequent difficulties learning to read and thus need to be identified and to warrant prompt treatment.     

Mediators of preschoolers’ early mathematics concepts

The purpose of this study was to extend existing research relative to the predictors of early mathematics skills. Using Vygotskian theory as a framework, our primary goal was to determine whether social skills or letter awareness skills served as better mediators between receptive language and early mathematics concepts. The secondary goal was to examine possible differences in children’s early mathematics, language, letter awareness, and psychosocial skills for two different childcare settings, centre and family childcare. Participants included 109 children (48 girls) all of whom attended out‐of‐home childcare at least 13 hours each week and who would be attending kindergarten the following year. Sixty‐one children were enrolled in out‐of‐home family childcare and 48 in out‐of‐home centre childcare. Relative to our first goal, letter awareness fully mediated between receptive language and early mathematics (Sobel z‐value = 2.92, p = .003). This suggested that when children are able to understand a system of symbols for sounds and if they have sufficient receptive language skills, they are able to understand a system of symbols for number. Teaching early mathematics skills as frequently as letter awareness skills might reinforce more efficient acquisition of both. Relative to our second goal, children in centre‐based care outscored children in home‐based childcare on early mathematics and letter awareness skills. This suggested that some differential trainings for centre childcare providers versus home care providers might be appropriate so as to provide the highest quality environment for both groups of children.     

Contributions of the home literacy environment to preschool‐aged children’s emerging literacy and language skills

This paper reports on a study that examined both the concurrent and logitudinal connections between multiple components of the home environment and indicators of preschool‐aged children’s literacy and language development. Data were collected from 85 parents and their children at two different times. Results of structural path models indicated that (a) parental literacy habits were positively associated with parental reading beliefs, (b) parental reading beliefs were positively associated with parent–child literacy and language activities in the home, and (c) parent–child literacy and language activities were positively associated with children’s print knowledge and reading interest. Parental demographic characteristics were associated with children’s expressive and receptive language skills. The results highlight how different components of the home literacy environment are associated with different components of preschool‐aged children’s literacy and language abilities, findings that become more important as educators and policy‐makers look for ways to enhance children’s literacy and language development.     

小学低年级儿童阅读相关认知能力对数学成绩影响

【目的】 探讨小学低年级儿童阅读发展相关认知能力对数学能力的影响。 【方法】 本研究采用整群抽样的方法,随机抽取武汉市某城区普通小学一、二年级全体学生411名为被试,进行六项认知能力测试(正字法意识测试、语音意识测试、语素意识测试、快速命名能力测试、工作记忆测试、语音短时记忆测试)和一项智力测试;并采用逐步回归的方法,研究该六项认知能力与低年级儿童数学成绩的关系。 【结果】 回归分析结果显示语音意识是影响小学低年级儿童数学水平的主要因素(一年级:t=6.892,P<0.001;二年级:t=2.491,P<0.05)。 【结论】 小学低年级儿童在阅读相关认知能力上主要发展语音意识,语音意识是影响小学低年级儿童数学能力的主要因素;对小学低年级儿童而言针对语音意识发展的训练可能会有效促进儿童数学成绩的提高。     

Relationships between parent-teaching activities and emergent literacy in preschool children

Research indicates that both home literacy activities and direct instruction of reading skills promote reading development. The current study investigates how parent-led direct teaching activities impact emergent literacy. Preschool children (n = 47) were administered subtests from the Test of Early Reading Ability-3 and the Kaufman Survey of Early Academic and Language Skills. In addition, parents responded to a questionnaire about direct teaching of literacy activities implemented within the home. The majority of parents reported directly teaching their children literacy skills (86%), particularly letter names (71%) and sounds (65%). Fewer parents reported directly teaching printing letters (45%), writing words (29%), reading words (26%), or reading stories (26%). A trend emerged in which children receiving any direct instruction scored higher on most emergent literacy tasks. However, statistical significance was only found in a few areas including direct teaching of alphabet knowledge and writing words. Implications for family literacy and for future research are discussed.