Environmental Risk Factors and Children's Literacy Skills during the Transition to Elementary School

Autor/inn/en	Cadima, Joana; McWilliam, R. A.; Leal, Teresa
Titel	Environmental Risk Factors and Children's Literacy Skills during the Transition to Elementary School
Quelle	In: International Journal of Behavioral Development, 34 (2010) 1, S.24-33 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0165-0254
DOI	10.1177/0165025409345045
Schlagwörter	Reading Comprehension; Phonological Awareness; At Risk Persons; Multivariate Analysis; Correlation; Emergent Literacy; Grade 1; Family Influence; Preschool Children; Elementary School Students; Alphabets; Decoding (Reading); Family Structure; Parent Influence; Mothers; Educational Attainment; Employment Level; Family Income; Predictor Variables; Foreign Countries; Receptive Language; Vocabulary Development; Portugal + Suchen Sie Ihr Suchwort? Leseverstehen; Risikogruppe; Multivariate Analyse; Korrelation; Frühleseunterricht; School year 01; 1. Schuljahr; Schuljahr 01; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Buchstabenschrift; Dekodierung; Familienkonstellation; Familiensystem; Mother; Mutter; Bildungsabschluss; Bildungsgut; Beschäftigungsgrad; Familieneinkommen; Prädiktor; Ausland; Rezeptive Kommunikationsfähigkeit; Wortschatzarbeit
Abstract	This study examined the effects of the accumulation of family risk factors on children's literacy skills, both in preschool and in first grade. Children's (N = 106) vocabulary, conventions of print, phonological awareness, knowledge of letters, reading decoding, and reading comprehension were assessed. Family risk factors, consisting of household composition, years of maternal education, job situation of the mother, and income level of the family, were combined to create a cumulative risk index. Canonical correlation and multiple regression analyses were performed. Results revealed the negative impact of cumulative risk index on both the preschool and first-grade literacy skills. In addition, the number of risk factors present in the family context negatively predicted the majority of the first-grade literacy skills, after taking preschool skills into account. The results provide further evidence of the negative impact of the accumulation of family risks on child literacy development and call attention to the importance of early experiences for later academic achievement. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10