The relationship of teacher ratings of executive functions to emergent literacy in Head Start

Hooper, Stephen R.; Costa, Lara-Jeane Croker; Green, Melissa B.; Catlett, Stephanie R.; Barker, Alexandra; Fernandez, Edmund P.; Faldowski, Richard A.

doi:10.1007/s11145-019-09992-1

Cited by 13 publications

(7 citation statements)

References 39 publications

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“…These findings indicate that literacy growth in higher-risk children was significantly slower than literacy growth in lower-risk children during their participation. This is consistent with previous research findings that children who experience more risk would likely experience increased challenges in early literacy acquisitions (Gerstein et al, 2021;Hooper et al, 2020). Therefore, the variable denoting risk status would serve as a useful control variable in analyses of literacy performance.…”

Section: Summary Of Findingssupporting

confidence: 89%

Toward an Early Start for Head Start Children: Evidence from a Literacy Enrichment Starting at Age Three

Zhang

2021

IJLTER

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The purpose of this study is to evaluate the utility of providing comprehensive literacy instruction to preschool children starting at age three. The literacy development in two groups of four-year-old children (N = 1320) was compared during their enrollment in a literacy-enriched Head Start program. The first group entered the program at age four and participated in the program for only one year (Group 4-1); the second group had previously participated in the program at age three and at the time of the study were in their second year of the program (Group 4-2). Multilevel growth modelling procedures were used to compare literacy performance levels and growth rates between the two groups after controlling for relevant child, family, and educational variables. Results showed that Group 4-2 exhibited significantly higher literacy skills than Group 4-1 at both the beginning and end of the program year, although Group 4-2 had a slower growth rate than Group 4-1 over the program year. The theoretical and practical implications of the study were discussed.

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Section: Summary Of Findingssupporting

confidence: 89%

Toward an Early Start for Head Start Children: Evidence from a Literacy Enrichment Starting at Age Three

Zhang

2021

IJLTER

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“…As evidenced, phonological awareness and early orthographic knowledge can be assessed before children are formally instructed to read and write. In fact, as suggested by many authors, in literate societies young children are largely exposed to a variety of literacy experiences and accumulate knowledge about the written representation of oral language before primary school (Hooper et al, 2020;Leseman & de Jong, 1998).…”

Section: Emergent Literacymentioning

confidence: 99%

The longitudinal relationship between early inhibitory control skills and emergent literacy in preschool children

et al. 2021

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This study analyses the longitudinal relationship between early inhibitory control skills and subsequent emergent literacy. At Time 1, a sample of 50 typically monolingual Italian toddlers aged 28 to 36 months in their last year of day-care was assessed on expressive vocabulary and two inhibitory control measures, tapping specifically response inhibition and interference suppression. At Time 2, during the preschool years, children aged 49 to 72 months were re-assessed on a battery of emergent literacy tasks including three phonological awareness tasks and an orthographic knowledge task. The results of the hierarchical linear regression analyses suggest that interference suppression evaluated at Time 1 is a key process in the acquisition and construction of both phonological awareness and early orthographic knowledge, even when children’s early expressive vocabulary was included in the analyses. Unlike previous studies, the present study included very young children, thus allowing us to explore the developmental antecedents of two important precursors of reading and writing abilities.

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“…Aspects of productive and receptive vocabulary language skills increase because of the strategies used in both traditional interactive reading models, focused attention, and mind-maps. The strategies used in the interactive reading model pay attention to several aspects, including semantics and word repetition (Eviatar et al, 2018;Hannon et al, 2020;Hooper et al, 2020). The semantic aspect makes students motivated to classify meanings that make students able to gain a lot of new vocabulary mastery.…”

Section: Discussionmentioning

confidence: 99%

“…Children learn literacy for the first time from their respective homes through interactions with parents and in a fun way without intimidation. The description of a family environment and school environment that is conducive to stimulating children's literacy skills regarding reading and writing abilities (Hooper et al, 2020;Huennekens & Xu, 2016). Children's early literacy skills are a process of ability that begins at birth and continues to develop throughout their lifetime.…”

Section: Early Students Literacy Developmentmentioning

confidence: 99%

The Effectiveness of Interactive Reading Models in Improving Early Students Language Skills

Lestari,

Syihabuddin,

Kosasih

et al. 2023

IJLTER

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This study aims to examine the effectiveness of interactive reading models in improving early childhood receptive and productive language skills. The interactive reading model used in this study consists of the traditional, the attention-focused, and the mind-map interactive reading models. This study used an experimental research method with a pre-posttest design. The sample in this study was 500 participants, with a composition of 150 people each in the traditional, focused attention, mind-map methods, with an age range of 4-6 years from 5 early childhood education schools. The results showed that the three interactive reading models had the same effect and there was no significant difference in the contribution of the three models. It was noted that the three interactive reading models significantly improve early childhood language skills. This improvement was noted in the child's receptive vocabulary, reading, storytelling and listening abilities. The strategies used in the interactive reading model pay attention to several aspects, including semantics and word repetition. The semantic aspect makes students motivated to classify meanings that make students able to gain a lot of new vocabulary mastery. This strategy is carried out in every vocabulary teaching. From the result, it was concluded that the three interactive reading models contribute significantly to reading ability. This implied that combining reading models in improving early childhood language skills is effective over the other strategies.

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The relationship of teacher ratings of executive functions to emergent literacy in Head Start

Cited by 13 publications

References 39 publications

Toward an Early Start for Head Start Children: Evidence from a Literacy Enrichment Starting at Age Three

Toward an Early Start for Head Start Children: Evidence from a Literacy Enrichment Starting at Age Three

The longitudinal relationship between early inhibitory control skills and emergent literacy in preschool children

The Effectiveness of Interactive Reading Models in Improving Early Students Language Skills

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