From infancy to adolescence: The longitudinal links between vocabulary, early literacy skills, oral narrative, and reading comprehension

Suggate, Sebastian; Schaughency, Elizabeth; McAnally, Helena M.; Reese, Elaine

doi:10.1016/j.cogdev.2018.04.005

Cited by 211 publications

(130 citation statements)

References 73 publications

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“…The results of the current study also reinforce the significance of phonological awareness in predicting the reading accuracy performance of students (e.g. Henning et al, 2010;Hogan, Catts, & Little, 2005;Suggate et al, 2018).…”

Section: Discussionsupporting

confidence: 82%

“…Consequently, the first year of schooling has emerged as a critical period to target early language and literacy skills of those students who enter school with poor language skills, including those from less economically advantaged backgrounds (O'Connor, Arnott, McIntosh, & Dodd, 2009;Torgesen et al, 1999). In fact, there is a considerable body of research supporting the predictive relationship between first year reading results and reading performance in the early primary years (Simmons et al, 2008;Storch & Whitehurst, 2002;Suggate, Schaughency, McAnally, & Reese, 2018). Referred to as the Matthew Effect in reading (Stanovich, 1986), poor reading acquisition often results in decreased motivation to read, resulting in less exposure to more advanced text.…”

Section: The Importance Of Early Reading Successmentioning

confidence: 99%

“…Children in eight classes participated in the intervention, while those in two classes continued to receive their usual classroom instruction (referred to as "business as usual"). The intervention classes received systematic, contextualised book-based whole class intervention targeting the code-based skills of phonological awareness as well as the meaning related skills of vocabulary and oral narrative ability (Justice et al, 2010;National Reading Panel, 2000;Suggate et al, 2018). The programme ran for 24-weeks, each week consisting of four, 1-hour sessions, comprised of a whole class 30-min session followed by a small group 30-min session.…”

Section: The Prepstart Projectmentioning

confidence: 99%

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Longitudinal reading outcomes in response to a book-based, whole class intervention for students from diverse cultural, linguistic and socio-economic backgrounds

Lathouras

Westerveld

Trembath

2019

Australian Journal of Learning Difficulties

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This study aimed to investigate if a universal 24-week oral language and emergent literacy programme delivered to students in the first year of schooling positively impacts reading performance 2-years post intervention. Eighty-nine participants were second grade students from three primary schools in low socio-economic status areas. Using a controlled trial, the original study findings revealed larger gains in oral narrative, receptive vocabulary, and phonological awareness amongst students who received the intervention compared to those who received regular classroom instruction. At follow-up, student reading performance was compared using a standardised reading assessment. There were no differences between students who received the intervention and those who did not. To further investigate these findings, the oral language and emergent literacy skills of "average" and "below average" readers at the end of the first year of schooling were compared to assist in tailoring follow-up interventions. The implications for universal classroom-based programmes are discussed. ARTICLE HISTORY

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Section: Discussionsupporting

confidence: 82%

Section: The Importance Of Early Reading Successmentioning

confidence: 99%

Section: The Prepstart Projectmentioning

confidence: 99%

See 1 more Smart Citation

Longitudinal reading outcomes in response to a book-based, whole class intervention for students from diverse cultural, linguistic and socio-economic backgrounds

Lathouras

Westerveld

Trembath

2019

Australian Journal of Learning Difficulties

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“…It is children's narrative development that captures their ability to verbally represent events, which presumably is crucial in the development of coherent internal working models (see Nelson, ). Narrative competence and vocabulary levels are related but are certainly not synonymous (see Suggate, McAnally, Schaughency, & Reese, in press). Finally, we would ideally assess attachment security at more than two datapoints in order to measure nonlinear patterns of change over time in co‐occurrence with changes in mother–child communication and life stressors.…”

Section: Challenges In Attachment and Memory Researchmentioning

confidence: 99%

Attachment and Memory Research: Reflecting on a Shared Past and a Collaborative Future

Reese¹

2018

Monographs Society Res Child

Self Cite

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This commentary applauds the authors of the monograph, The Mother–Child Attachment Partnership in Early Childhood: Secure Base Behavioral and Representational Processes, for their thorough and elegant exploration of the development of attachment working models in the preschool years in relation to maternal sensitivity and attachment representations, mother–child co‐constructions of attachment‐relevant stories, and children's own secure base behavior. These findings are set against a backdrop of children's memory development, with the recommendation that future research delves even younger to explore the development of attachment working models in children under 3 years. A second recommendation is to continue the work with older children, with a particular focus on the conversations they are having with caregivers about actual attachment‐related experiences. This new research poses challenges, especially with at‐risk samples. Fortunately, the stage is now set for attachment and memory researchers to come together to continue to map the development of attachment working models.

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“…Early language and literacy skills are intertwined, and the interplay between vocabulary, oral narrative skills and reading comprehension continues into adolescence . Kindergarten receptive vocabulary skills were significantly associated with word reading and comprehension at grades 2–10 for both typically developing and language‐impaired participants from a longitudinal study .…”

mentioning

confidence: 97%

Integrating health, education and culture in predicting Pacific children's English receptive vocabulary at 6 years: A classification tree approach

Kim

Schluter

McNeill

et al. 2019

J Paediatrics Child Health

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Aim: Pacific children fare poorly on health and educational outcomes, including literacy. Early interventions are considered critical in reducing educational disparities. A prediction model was constructed to analyse the factors associated with Pacific children's English receptive vocabulary, an important component of English language development. Methods: A birth cohort study of Pacific children was used to construct a classification tree model and predict the proportions of Pacific children who performed strongly in a standardised test of English receptive vocabulary at 6 years of age (n = 1019). Classification trees were constructed using 10-fold cross-validation (CV) and pruned using the one-standard-error rule. Prediction errors were directly estimated using leaveone-out CV. Results: Analyses of misclassification errors from the pruned model gave false negative and positive rates of 19 and 19% from re-substitution and 54 and 21% from leave-one-out CV estimation, respectively. Of the predictors, maternal acculturation, small birthweight and performance in early developmental screening test at 4 years of age were found to have the highest goodness of split. Conclusions: The cultural environment to which Pacific children were exposed in early childhood, indicated by the maternal acculturation, was more crucial in distinguishing children with strong English-receptive vocabulary skills than socio-economic or prenatal conditions. This highlights the importance of integrating the cultural environment into designing measures for facilitating Pacific children's language development.What is already known on this topic 1 Educational and health outcomes are bi-directional and positively associated. 2 There are persistent disparities in children's educational and health outcomes in most developed countries, and Pacific children are among those worst affected in New Zealand. 3 Pacific children's early language and literacy skills, assessed using conventional literacy school measures, were found to be lower on average than the overall student population, highlighting the need for early interventions. What this paper adds1 Cultural environment was incorporated into a prediction model for Pacific children's English-receptive vocabulary at 6 years of age, and the results emphasise the importance of maternal cultural orientation in distinguishing children with strong Englishreceptive vocabulary skills from those who scored below the age-appropriate range. 2 This suggests the need for cultural considerations when attempting to study Pacific children's language outcomes and when designing and implementing strategies for reducing disparities. 3 Classification trees were constructed, and their performances were analysed, indicating their potential utility and limitations in predicting educational outcomes.Educational and health outcomes are considered inextricably linked and bi-directional. 1 In fact, enhancing equity in educational attainment is seen as one of the most important ways to tackle disparities in health outcomes. 2 Mo...

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From infancy to adolescence: The longitudinal links between vocabulary, early literacy skills, oral narrative, and reading comprehension

Cited by 211 publications

References 73 publications

Longitudinal reading outcomes in response to a book-based, whole class intervention for students from diverse cultural, linguistic and socio-economic backgrounds

Longitudinal reading outcomes in response to a book-based, whole class intervention for students from diverse cultural, linguistic and socio-economic backgrounds

Attachment and Memory Research: Reflecting on a Shared Past and a Collaborative Future

Integrating health, education and culture in predicting Pacific children's English receptive vocabulary at 6 years: A classification tree approach

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