Emergent literacy and learning to write: A predictive model for italian language

Abstract

The aim of the present study is twofold: (1) contribute to identifying a model for the variables that compose the emergent literacy construct and their relationships; (2) assess the predictive power of the emergent literacy model on early writing abilities in a transparent orthography language.We examined emergent literacy skills in 464 children (mean age 5.5, range: 48-6.1) who were followed longitudinally until entering the 1st grade in primary school. Exploratory and Confirmatory factor analyses were used to address questions on the nature of emergent literacy skills and their possible relationships. Regression analyses were implemented to evaluate the predictive capability of an emergent literacy model on word writing competences. The factor analyses showed three factorial dimensions (phonological, conceptual knowledge on writing system and textual) and their relationship. The regressions showed a significant prediction of conceptual knowledge on writing system and of phonological abilities on early writing abilities.

Cross-lag analysis of longitudinal associations between primary school students’ writing and reading skills

“…That spelling results to be the common core between reading and writing confirms at the formal literacy level the existence of a common predictive core among emergent literacy skills. Past research has showed that kindergarteners' conceptual knowledge of the writing system, as assessed by an invented spelling task, predicts both, writing (Pinto, Bigozzi, Accorti Gamannossi, & Vezzani, 2009) and reading performances in primary school (Bigozzi et al, 2014), thus contributing to our knowledge on the similarities or differences in cognitive basis of reading and spelling. In a transparent writing system, children learn the sound to sign correspondences and how to process them fluently quite early, in first grade.…”

The relationship between oral and written narratives: A three‐year longitudinal study of narrative cohesion, coherence, and structure

“…Oral narrative competence. Narrative competence was assessed via a narrative production task (Pinto, Bigozzi, Accorti Gamannossi, & Vezzani, 2009;Spinillo & Pinto, 1994) in which children were asked to tell a narrative. In Italian kindergarten and primary schools, students receive instruction in the production of fictional stories, which is a common school practice.…”

“…Written narrative competence. Narrative competence was assessed via a narrative production test (Pinto et al, 2009;Spinillo & Pinto, 1994). The children were instructed to write a narrative of their choice and were allowed a maximum of 60 min; all the children completed the task within 30-50 min.…”

Theory of mind and language of mind in narratives: Developmental trends from kindergarten to primary school

“…Story structure coding (fromPinto, Bigozzi, Accorti Gamannossi, & Vezzani, 2009). Simple descriptions of actions without characteristics of narrative style, such as conventionalized story opening or closing.…”