Development of emergent literacy and early reading skills in preschool children: Evidence from a latent-variable longitudinal study.

Lonigan, Chistopher J.; Burgess, Stephen R.; Anthony, Jason L.

doi:10.1037//0012-1649.36.5.596

Cited by 25 publications

(3 citation statements)

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“…Evidence suggests that if learners have not reached expected levels of proficiency in 'learning to read' strategies in the early years of schooling, there will be little to no improvement in reading ability without intervention or remediation (Bigozzi et al 2017;Friedman & Kern 2009;Lonigan, Burgess & Anthony 2000;. It is important to note here again that in the South African context, CAPS assumes learners have successfully learnt to read by the end of Grade 3 and thus, does not include any explicit teaching of how to read from Grade 4 onwards, where the focus switches to developing comprehension and semantic skills.…”

Section: Importance Of Early Grade Readingmentioning

confidence: 99%

No-fee school consistently outperforms Progress in International Reading and Literacy benchmarks: Presenting early grade reading data from a case in Makhanda, Eastern Cape

Long,

Bowles

2024

South African Journal of Childhood Education

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Background: The Progress in International Reading and Literacy 2021 results draw stark attention to an ongoing crisis in primary education in South Africa. Research attempting to understand and address continued underperformance has focused on literacy learning and teaching in schools where the language of learning and teaching (LOLT) is the same as the learners’ home language. What has yet to be addressed is that a significant dilemma still exists for the many English Second Language (ESL) learners who attend schools where the LOLT is English.Aim: To establish to what extent involvement in the Whistle Stop School (WSS) early grade reading programme impacts on reading rate and comprehension performance for ESL learners learning to read in English.Setting: This research examines the WSS programme in partnership with a local quintile three school.Methods: Longitudinal, quantitative secondary data was used from oral reading fluency and comprehension assessments conducted annually over the first six years of the programme.Results: Results showed that involvement in the WSS programme had a significant impact on learner performance, with those learners involved in the programme notably outperforming those not in the programme and existing national benchmarks.Conclusion: Small-scale though the WSS is, the results demonstrate that with the right approach, the national goal to see every 10-year-old learner reading for meaning may be achievable.Contribution: This research aims to contribute to national conversations around early grade reading in South Africa by addressing the paucity of early grade reading learning research, specifically for ESL learners where LOLT is English.

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Section: Importance Of Early Grade Readingmentioning

confidence: 99%

No-fee school consistently outperforms Progress in International Reading and Literacy benchmarks: Presenting early grade reading data from a case in Makhanda, Eastern Cape

Long,

Bowles

2024

South African Journal of Childhood Education

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“…Numerous studies have shown that primary reading skills are predicted by the literacy skills of preschool children 2 (e.g. Lonigan et al, 2000;Storch and Whitehurst, 2002;Kim and Petscher, 2011;Munger and Blachman, 2013;Ozernov-Palchik et al, 2017). This finding suggests that the foundations of reading skills are established in the early childhood years (Whitehurst and Lonigan, 2001;Lonigan, 2004;Scarborough, 2009).…”

Section: Early Literacy Skills As Predictors Of Reading Skillsmentioning

confidence: 99%

“…In a review of 61 studies, Scarborough (2001) indicates that coderelated skills such as PA and letter-name knowledge (LNK) in kindergarten are the skills most highly associated with subsequent word reading accuracy in Grade 2. LNK and PA in kindergarten explain more than 50% of the variance in word reading in Grade 1 (Lonigan et al, 2000) and Grade 2 (Piquard-Kipffer and Sprenger-Charolles, 2013). Papadimitriou and Vlachos (2014) evaluated PA, RAN, phonological short-term memory, auditory processing, motor skills and oral language in kindergarten and reading in Grades 1 and 2.…”

Section: Early Literacy Skills As Predictors Of Reading Skillsmentioning

confidence: 99%

Profiles of learner readers and their early literacy skills and environmental predictors: a large-scale longitudinal study from preschool to grade 1

et al. 2023

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As part of the French national cohort ELFE, a two-year longitudinal study was conducted and children’s literacy skills were assessed twice (N = 2,767), namely at the end of preschool (t1) and at the end of Grade 1 (t2). At t1, letter-name knowledge (LNK), phonological skills (PhoSk) and vocabulary were assessed and at t2, phonemic segmentation, word reading, listening and reading comprehension. Latent profile analyses conducted at t2 resulted in five profiles, ranging from good readers (48.8%), to average readers above the mean (16.2%), readers with very low phonological awareness skill (8.2%), poor readers with low reading comprehension skill (19.4%), and poor readers with general difficulties (7.4%). Two early literacy skills (LNK and PhoSk) and two environmental variables (parents’ educational level and household income) constituted good predictors of membership of a profile. However, home literacy practices also predicted membership of the good reader/poor reader profiles, albeit at a lower level.

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Mobile learning for early reading in Cambodia

et al. 2021

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Development of emergent literacy and early reading skills in preschool children: Evidence from a latent-variable longitudinal study.

Cited by 25 publications

References 0 publications

No-fee school consistently outperforms Progress in International Reading and Literacy benchmarks: Presenting early grade reading data from a case in Makhanda, Eastern Cape

No-fee school consistently outperforms Progress in International Reading and Literacy benchmarks: Presenting early grade reading data from a case in Makhanda, Eastern Cape

Profiles of learner readers and their early literacy skills and environmental predictors: a large-scale longitudinal study from preschool to grade 1

Mobile learning for early reading in Cambodia

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