Preschool Predictors of Narrative Writing Skills in Elementary School Children

Autor/inn/en	Hooper, Stephen R.; Roberts, Joanne E.; Nelson, Lauren; Zeisel, Susan; Kasambira Fannin, Danai
Titel	Preschool Predictors of Narrative Writing Skills in Elementary School Children
Quelle	In: School Psychology Quarterly, 25 (2010) 1, S.1-12 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-3830
DOI	10.1037/a0018329
Schlagwörter	Elementary School Students; African American Children; Beginning Reading; Kindergarten; Writing Skills; Prereading Experience; Predictor Variables; Preschool Children; Language Processing; Language Skills; Parent Influence; Mothers; Educational Attainment; Reading Achievement; Screening Tests; North Carolina; Clinical Evaluation of Language Fundamentals; Woodcock Johnson Tests of Achievement; Woodcock Johnson Tests of Cognitive Ability + Suchen Sie Ihr Suchwort? African Americans; Child; Children; Afroamerikaner; Kind; Kinder; Erstleseunterricht; Writing skill; Schreibfertigkeit; Prädiktor; Pre-school age; Preschool age; Pre-school education; Preschool education; Vorschulalter; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Sprachverarbeitung; Language skill; Sprachkompetenz; Mother; Mutter; Bildungsabschluss; Bildungsgut; Leseleistung; Screening-Verfahren
Abstract	This study examined the preschool predictors of elementary school narrative writing skills. The sample included 65 typically developing African American children, ranging in age from 5.0 to 5.5 years, and was 44.6% male. Targeted preschool predictors included measures of phonological processing, core language abilities, prereading skills, and early writing concepts assessed during the spring or summer, just before beginning kindergarten. Using hierarchical linear modeling, findings showed that core language abilities, prereading skills, and maternal education at preschool significantly predicted the level of writing in Grades 3-5, but only core language abilities and prereading skills significantly predicted the rate of growth in writing. When kindergartners were separated into low and high readers, and low and high core language abilities, a significant pattern of widening differences emerged between the groups over time. These findings point to core language abilities, prereading skills, and maternal education assessed at kindergarten entry as critical predictors of later narrative writing skills, and they suggest the importance of including such measures when screening for written language problems in early kindergarten and early elementary school. (Contains 5 tables and 2 figures.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10