Literaturnachweis - Detailanzeige
Autor/inn/en | Piasta, Shayne B.; Logan, Jessica A. R.; Farley, Kristin S.; Strang, Tara M.; Justice, Laura M. |
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Titel | Profiles and Predictors of Children's Growth in Alphabet Knowledge |
Quelle | In: Journal of Education for Students Placed at Risk, 27 (2022) 1, S.1-26 (26 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Piasta, Shayne B.) ORCID (Farley, Kristin S.) Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1082-4669 |
DOI | 10.1080/10824669.2021.1871617 |
Schlagwörter | Profiles; Predictor Variables; Emergent Literacy; Alphabets; Preschool Children; Phoneme Grapheme Correspondence; Knowledge Level; Kindergarten; School Readiness; Family Literacy; Reading Instruction; Outcomes of Education Charakterisierung; Profilanalyse; Prädiktor; Frühleseunterricht; Buchstabenschrift; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Wissensbasis; Readiness for school; School ability; Schulreife; Leseunterricht; Lernleistung; Schulerfolg |
Abstract | Despite being a critical emergent literacy skill and an indicator of risk for later reading difficulties, relatively little is known about how alphabet knowledge develops over time. This study utilized a person-centered approach and longitudinal sample of 998 preschool-aged children (M = 56.50 months old) to examine patterns in letter name and letter-sound knowledge development, associations with child, home/family, and classroom factors, and kindergarten readiness outcomes. Results indicated three profiles: children demonstrating initially "High" knowledge and little growth before mastery, children demonstrating initially low knowledge but "Growing" trajectories toward mastery, and children demonstrating initially low knowledge whose growth was substantially "Delayed." Multiple factors distinguished the "High" profile but few distinguished the "Growing" versus "Delayed" profiles; all differed in kindergarten readiness. Implications concerning risk, resiliency, and assessment/instruction are discussed. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |