scholarly journals Preschool Predictors of Early Literacy Acquisition in German-Speaking Children

2015 ◽  
Vol 51 (1) ◽  
pp. 29-53
Author(s):  
Silke Fricke ◽  
Marcin Szczerbinski ◽  
Annette Fox-Boyer ◽  
Joy Stackhouse
Keyword(s):  
Early Literacy ◽  
Literacy Acquisition ◽  
German Speaking

Phonemic Awareness and Literacy Development in Young English Learners With Non-Alphabet-Based Home Language

2018 ◽  
pp. 285-299
Author(s):  
Jenna Min Shim
Keyword(s):  
Academic Success ◽  
Early Literacy ◽  
Phonemic Awareness ◽  
English Learners ◽  
Literacy Development ◽  
First Language ◽  
Learning Opportunities ◽  
Literacy Acquisition ◽  
Education For All ◽  
Early Literacy Development

This chapter examines a widely accepted assumption that phonemic awareness is a precursor to early literacy development through a review of existing research studies in the field of phonemic awareness, early literacy acquisition and development and bilingual literacy acquisition and development. Based on a foundation that success in early literacy acquisition has a significant impact on students' later academic success, the author argues that unconditionally and uncritically accepting the view that phonemic awareness and literacy development are positively correlated can exclude many English learners (ELs) from learning opportunities and thus from later academic success. The author concludes that if educators are committed in providing equitable education for all students, we should not assume that all ELs have the same needs in early literacy acquisition instruction, and to do otherwise is to marginalize ELs especially the ones whose first language system bears no resemblance to that of English.

Predicting individual differences in early literacy acquisition in German

2009 ◽  
Vol 11 (2) ◽  
pp. 103-146 ◽  
Author(s):  
Silke Fricke ◽  
Marcin Szczerbinski ◽  
Joy Stackhouse ◽  
Annette V. Fox-Boyer
Keyword(s):  
Individual Differences ◽  
Phonological Awareness ◽  
Early Literacy ◽  
Language Processing ◽  
Literacy Acquisition ◽  
Rapid Automatized Naming ◽  
Letter Knowledge ◽  
Speech And Language ◽  
Speech And Language Processing ◽  
Nonverbal Reasoning

International research findings have repeatedly confirmed the significance of speech and language processing skills and letter knowledge for successful literacy acquisition. However, the importance of these skills for early literacy success in German speakers remains uncertain. The present longitudinal study aimed to explore this issue. Sixty-nine German-speaking children were assessed in nursery a few months before starting school (mean age 5;11) and in Grade 1 (mean age 6;11) with tests of phonological awareness, rapid automatized naming, expressive vocabulary, grammar comprehension, letter knowledge, and nonverbal reasoning. Grade 1 assessments also included measures of reading accuracy, speed, comprehension, and spelling. The results confirmed that speech and language processing skills and letter knowledge before and around the time of school enrolment explain individual differences in early literacy development, with letter knowledge and phonological awareness emerging as most important predictors. No variance in literacy performance was uniquely predicted by nonverbal reasoning.

Narratives of Russian–German preschool and primary school bilinguals: Rasskaz and Erzaehlung

2015 ◽  
Vol 37 (1) ◽  
pp. 91-122 ◽  
Author(s):  
NATALIA GAGARINA
Keyword(s):  
Early Literacy ◽  
Internal State ◽  
Age Groups ◽  
First Grade ◽  
Assessment Instrument ◽  
Bilingual Children ◽  
Fine Grained ◽  
Narrative Skills ◽  
German Speaking ◽  
Three Components

ABSTRACTThe goal of this study was to trace the dual language development of the narrative macrostructure in three age groups of Russian–German bilingual children and to compare the performance of simultaneous and sequential bilinguals. Fine-grained analyses of macrostructure included three components: story structure, story complexity, and internal state terms. Oral narratives were elicited via the Multilingual Assessment Instrument for Narratives. Fifty-eight Russian–German speaking bilingual children from three age groups participated: preschoolers (mean age = 45 months) and elementary school pupils (mean age first grade = 84 months, mean age third grade = 111 months); and there were 34 simultaneous and 24 sequential bilinguals. The results showed significant improvement for all three components of macrostructure between the preschool and first-grade period. Additional significant development from first to third graders was found only for story complexity in Russian. This is explained by the Russian curriculum explicitly teaching narrative skills during early literacy training. In the two older groups, simultaneous bilinguals showed advantages over sequential bilinguals, for story complexity only. This finding suggests considering bilingual type when evaluating narrative skills of bilinguals. The results indicate cross-language association of only some components of narrative score across languages. The findings support the examination of various constituents of macrostructure when evaluating its development as well as the progression of narrative skills.

scholarly journals Early Literacy Skills and Later Reading and Writing Performance Across Countries: The Effects of Orthographic Consistency and Preschool Curriculum

2021 ◽  
Author(s):  
Marinella Majorano ◽  
Tamara Bastianello ◽  
Carolina Bodea-Hategan ◽  
Patrizia Fantuzzi ◽  
Giulia Fontana ◽  
...  
Keyword(s):  
Early Literacy ◽  
Assessment Tool ◽  
Writing Skills ◽  
Literacy Acquisition ◽  
Literacy Skills ◽  
Preschool Curriculum ◽  
Early Literacy Skills ◽  
Reading And Writing ◽  
Curriculum Practices ◽  
Orthographic Consistency

Abstract Background Studies have reported a strong association between children's early literacy skills at preschool and their reading and writing skills at primary school. However, it is unclear whether this association is affected by language and curriculum practices. Objective The study investigates (i) whether early literacy skills are influenced by orthographic consistency and by preschool curriculum, and (ii) how early skills are related to later literacy skills across countries. Method Three countries, Italy (n = 73), Romania (n = 65), and Belgium (n = 109) were involved in the study, for a total of 247 children. Language and early literacy in preschool were assessed using a novel assessment tool (the ‘Talk’). Early visual-phonological and manual aspects integration were investigated using rapid automatized naming and grapho-motor tasks. The children’s reading and writing skills nine months later were assessed using standardized tests. Results Results showed higher early literacy scores for the groups of children speaking languages with more transparent orthographic systems and for the group taking part in preschool activities designed to enhance literacy acquisition. Later reading and writing skills were predicted by early competences, albeit with differences across countries. Conclusions Findings suggest that literacy acquisition trajectories are not only associated with early skills but are also influenced by language characteristics and curriculum practices. The study also presents preliminary findings relative to the ‘Talk’, an assessment tool that may have important implications for early identification and intervention of language and literacy difficulties, as well as for improving cross-country curriculum practices.

scholarly journals EFFECTS OF AN ELECTRONIC GAME ON EARLY LITERACY SKILLS

2021 ◽  
Vol 25 ◽  
Author(s):  
Laura V. Sánchez-Vincitore ◽  
Analía Henríquez Cross
Keyword(s):  
Early Literacy ◽  
Literacy Acquisition ◽  
Literacy Skills ◽  
Control Group ◽  
Alphabetic Principle ◽  
Low Literacy ◽  
School Students ◽  
Public School Students ◽  
School Year ◽  
Experimental Group

ABSTRACT The attainment of the alphabetic principle is one of the earliest signs of successful literacy acquisition. Public school students from the Dominican Republic have low literacy skills, partly because of not being systematically exposed to the alphabetic principle while learning to read. This paper presents the results of an intervention to teach the alphabetic principle using a tablet-based game. Nineteen kindergarten students were randomly assigned to a control and an experimental group during the last month of the 2017 school year. Students from the experimental group played with the game for ten sessions of 20 minutes each. Students from the experimental group outperformed the control group in syllable recognition after the intervention. The intervention did not influence other reading skills. Automatic syllable identification has been shown to boost early literacy acquisition, although it is not sufficient for students to become fluent readers.

Sign in / Sign up

Export Citation Format

Share Document