The Contribution of Emergent Literacy Skills for Early Reading and Writ ing Achievement (original) (raw)
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Emergent literacy and reading acquisition: a longitudinal study from kindergarten to primary school
European Journal of Psychology of Education, 2016
This study explores the predictivity of an emergent literacy model on the acquisition of reading in primary school in a language with a transparent writing system. As writing systems have different levels of transparency, results cannot be easily transferred between languages. In this study, we explored the predictivity of phonological awareness, conceptual knowledge of the writing system, and textual competence in kindergarten on reading acquisition in first grade. We followed 170 Italian children longitudinally from the last year of kindergarten to the first year of primary school. The only significant predictor of reading was conceptual knowledge of the writing system, confirming that in a transparent writing system phonological awareness exerts its effect on reading as it is integrated with knowledge of the characteristics of the writing system.
Revista CEFAC, 2019
Purpose: the study aims to obtain preliminary normative data for early reading and writing skills of 5-year-old children in a sample from the Northeast of Brazil. It also aims to investigate the effects of the type of school (public vs. private) and the time of assessment (beginning vs. end of the school year), and whether there were significant differences in performance, as compared to those of children from the Southeast of Brazil. Methods: 389 5-year-old children from 17 private and 12 public schools were assessed in the beginning and at the end of the school year, by using the Reading and Writing Test. Each student was individually assessed in the two times of the year. Appropriate statistical tests were applied, adopting a significance level lower than 0.05. Results: the progress in the performance of private school children was stronger than that of their peers from public schools, accentuating the existing learning gap. The comparison with normative data from the Southeast r...
Several researchers have shown that invented spelling activities in kindergarten foster preschool children's early literacy skills. However, few studies have assessed its impact on learning to read and write in the first year of primary school. Our goal was to analyse the impact of an invented spelling programme with kindergarteners on their literacy skills until the end of Grade 1. A follow-up study was conducted with 45 five-year-old Portuguese children attending two classes of two schools in Lisbon. The teaching effect was controlled as children from each class were randomly assigned into two groups (experimental/control) — equivalent on letter knowledge, cognitive abilities and phonological awareness. The participants were assessed in kindergarten with a pre-test, immediate post-test and delayed post-test (spelling; reading; phonemic awareness) and at the end of Grade 1 (spelling; reading). The experimental group participated in invented spelling sessions, while control children participated in storytelling activities. Data analysis revealed statistically significant differences between the two groups. The experimental group scored higher, not only in kindergarten but also in the follow-up year for all literacy measures.
Skills for the literacy process
CoDAS, 2018
Examine a set of competencies in children beginning the process of literacy and find whether there is positive correlation with their level of writing. Study conducted with 70 six-year-old students enrolled in the first year of Elementary School in municipal schools. The children were submitted to the Initial Reading and Writing Competence Assessment Battery (BACLE) and the Diagnostic Probing Protocol for classification of their level of writing. Descriptive statistical analysis and the Spearman coefficient were used for correlation between instruments. The students presented satisfactory performance in the tasks of the BACLE. Regarding the writing hypothesis, most children presented syllabic level with sound value. Significant positive correlation was observed between body scheme/time-space orientation and language skills. The group of schoolchildren performed satisfactorily on tests that measure pre-reading and writing skills. The areas of body scheme/time-space orientation and la...
THE NATIONAL EARLY LITERACY PACT IN BRAZIL: ASSESSMENT OF WRITING IN THIRD GRADE CHILDREN (Atena Editora), 2023
I will analyze the results of the National Pact for Early Literacy (Ministry of Education, 2012) regarding writing, released by the National Early Literacy Assessment (hereinafter ANA, INEP, 2015), in Brazil, in order to discuss the situation of the early literacy program and to identify aspects of the tool, with regard to writing. I will then discuss the categories of written production that were taken into consideration by the ANA, when verifying the competence of students in the 3rd year of Elementary School, according to the processes involved in written textual production, from the point of view of psycholinguistics, with recent contributions from neuroscience.
L1 Educational Studies in Language and Literature, 2007
Our aim was to characterise the relationships between literacy practises developed in Portuguese kindergartens and children's conceptualisations about the functions and nature of written language. The participants were 16 kindergarten teachers and 160 five-year-old children-i.e. a 1:10 teacher/child ratio. We developed an observation grid to characterise their literacy practises. It covers two main aspects of the teachers' work: reading, writing and metalinguistic practises (14 items) and ways of supporting children's attempts to read and write (16 items). It was used by two observers who spent two weeks in the kindergartens. The kindergarten teachers were divided into three groups depending on their literacy practises. In order to characterise the children's conceptualisations about written language, in October and May we assessed both their perceptions of the objectives and functions of written language and their invented spelling. The results show that there are close relationships between literacy practises pursued by the three groups of kindergarten teachers and the children's conceptualisations about written language.
Correlates of Early Reading and Writing Performance in Filipino of Prefirst Grade Pupils
Journal of Southeast Asian Studies, 2015
The study aimed to determine the relationship between the reading and writing performance in Filipino of pre-first grade children and to explore the variables that relate to their reading and writing performance. The subjects were pre-first grade children whose ages ranged from five to seven years old and their parents. To identify the reading stages and writing performance that the children were operating in, reading and writing tests were administered. The study revealed that in reading, the majority of the children were operating in the story reading stage; while in writing most of them were operating in the phonetic spelling stage. The findings also showed the following: 1) there was a strong positive relationship between the reading and writing performance of the pre-first grade children; 2) IQ level had a slight positive relationship with their reading performance.; 3) IQ and some years in preschool had a moderate positive relationship with their writing performance, and; 4) age of first exposure to storybooks had a moderate negative relationship with reading and writing performance. This study showed that the reading and writing stages of the pre-first grade children operate in are strongly related. This means that children who can read can likewise write in the language that they can read. This finding also supports the Cognitive theory that explains how reading and writing grow and develop simultaneously. The theory explains how reading becomes very similar to the act of writing since reading is a process of building mental meanings from textual clues. Recommendations base on the findings of this study: a) Reading and writing in the early years should be taught simultaneously; b) Preschool children should be exposed to story reading both in school and at home; c) story reading should be a basic part of the preschool program; d) Parents should be encouraged to support their children's early reading and writing experiences.
Emergent and Early Literacy: Current Status and Research Directions-Introduction
Learning Disabilities Research and Practice, 2001
This issue of Learning Disabilities Research & Practice, "Emergent and Early Literacy: Current Status and Research Directions," addresses the current status of our knowledge as well as critical research needs in the earliest stages of literacy-the years before formal schooling begins. The foundations of literacy begin at birth, when parents create an environment where reading is shared with and directed to infants, where families provide an environment where literacy is demonstrated and valued, and where, ideally, both the practical advantages and the joy of literacy are clear. But this is not always the case and learning to read is not always an easy task. 1 It is not an ability that is naturally acquired, like learning to speak or sign (Lyon, 1998). Learning to read and write requires instruction (Moats, 1999), and we now have research that addresses effective methods for reading instruction in the early school grades (National Reading Panel, 2000). But we also know that the foundations for literacy learning are put in place earlier than kindergarten. 1 While we recognize that literacy encompasses both reading and writing, this issue, and the workshop on which it is based , primarily focus on reading. We acknowledge this omission and emphasize that we do not mean to minimize the importance of the writing aspect of literacy. The importance of the interaction of reading and writing activities, even at these earliest stages, is acknowledged and included in the research agenda. Requests for reprints should be sent to