Development of emergent literacy and early reading skills in preschool children: Evidence from a latent-variable longitudinal study
Development of emergent literacy and early reading skills in preschool children: Evidence from a latent-variable longitudinal study
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DOI：
10.1037/0012-1649.36.5.596
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发表时间：
2000-09-01
影响因子：
4
通讯作者：
Anthony, JL
中科院分区：
文献类型：
--
作者：
Lonigan, CJ;Burgess, SR;Anthony, JL
虽然研究已经确定口语，印刷知识和语音敏感性作为重要的新兴识字技能的发展阅读，很少有研究探讨这些方面的新兴识字或这些技能之间的关系在学前和以后的阅读。本研究以两组学龄前儿童为样本，探讨了突发性读写技能对儿童后期突发性读写技能和阅读能力的联合和独特的预测意义。96名儿童（平均年龄= 41个月，SD = 9.41）从早期到后期学前班，97名儿童（平均年龄= 60个月，SD = 5.41）从后期学前班到幼儿园或一年级。结构方程模型揭示了显着的发展的连续性，这些技能，特别是字母知识和语音敏感性，从幼儿园后期到小学早期，这两个是唯一独特的预测解码。
Although research has identified oral language, print knowledge, and phonological sensitivity as important emergent literacy skills for the development of reading, few studies have examined the relations between these aspects of emergent literacy or between these skills during preschool and during later reading. This study examined the joint and unique predictive significance of emergent literacy skills for both later emergent literacy skills and reading in two samples of preschoolers. Ninety-six children (mean age = 41 months, SD = 9.41) were followed from early to late preschool, and 97 children (mean age = 60 months, SD = 5.41) were followed from late preschool to kindergarten or first grade. Structural equation modeling revealed significant developmental continuity of these skills, particularly for letter knowledge and phonological sensitivity from late preschool to early grade school, both of which were the only unique predictors of decoding.