Profiles of emergent literacy skills among preschool children who are at risk for academic difficulties

Purpose Preschoolers' phonological awareness (PA) and alphabet knowledge (AK) skills are two of the strongest predictors of future reading. Despite evidence that providing at-risk preschoolers with timely emergent literacy interventions can prevent academic difficulties, there is a scarcity of research focusing on Latinx preschoolers who are dual language learners. Despite evidence of benefits of providing Latinxs with Spanish emergent literacy instruction, few studies include preschoolers. This study examined the effects of a supplemental Spanish PA and AK intervention on the dual emergent literacy skills of at-risk Latinx preschoolers. Method A multiple probe design across four units of instruction evaluated the effects of a Spanish supplemental emergent literacy intervention that explicitly facilitated generalizations to English. Four Latinx preschoolers with limited emergent literacy skills in Spanish and English participated in this study. Bilingual researchers delivered scripted lessons targeting PA and AK skills in individual or small groups for 12–17 weeks. Results Children made large gains as each PA skill was introduced into intervention and generalized the PA skills they learned from Spanish to English. They also improved their English initial sound identification skills, a phonemic awareness task, when instruction was delivered in Spanish but with English words. Children made small to moderate gains in their Spanish letter naming and letter–sound correspondence skills and in generalizing this knowledge to English. Conclusion These findings provide preliminary evidence Latinx preschoolers who are dual language learners benefit from emergent literacy instruction that promotes their bilingual and biliterate development.

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The Emergent Literacy Skills of Preschool Children with Autism Spectrum Disorder

Journal of Autism and Developmental Disorders ◽

10.1007/s10803-016-2964-5 ◽

2016 ◽

Vol 47 (2) ◽

pp. 424-438 ◽

Cited By ~ 23

Author(s):

M. F. Westerveld ◽

J. Paynter ◽

D. Trembath ◽

A. A. Webster ◽

A. M. Hodge ◽

...

Keyword(s):

Autism Spectrum Disorder ◽

Preschool Children ◽

Emergent Literacy ◽

Children With Autism ◽

Autism Spectrum ◽

Literacy Skills ◽

Spectrum Disorder ◽

Emergent Literacy Skills

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Fostering Preschoolers' Emergent Literacy: Recommendations for Enhanced Literacy Experiences and Collaborative Instruction

Perspectives of the ASHA Special Interest Groups ◽

10.1044/pers-sig16-2018-0012 ◽

2019 ◽

Vol 4 (1) ◽

pp. 167-176 ◽

Cited By ~ 2

Author(s):

Clariebelle Gabas ◽

Leesa Marante ◽

Sonia Q. Cabell

Keyword(s):

Preschool Children ◽

Emergent Literacy ◽

Oral Language ◽

Literacy Instruction ◽

Language Skills ◽

Literacy Skills ◽

Book Reading ◽

Shared Book Reading ◽

Emergent Literacy Skills ◽

Oral Language Skills

Purpose Emergent literacy skills involve both the code-related and oral language skills that serve as the foundation for successful reading and writing development. Code-related skills have been found to be highly predictive of decoding skills for preschool children and continue to exert a strong influence through the early elementary grades. Likewise, early oral language skills make important contributions to later reading comprehension. Accordingly, the preschool period is a critical time for supporting and facilitating growth in children's emergent literacy skills. Speech-language pathologists working in preschool settings can play an integral role in enhancing literacy instruction through their specialized knowledge of linguistic concepts and language development. The following article aims to provide practitioners with evidence-based strategies for supporting the development of preschoolers' emergent literacy skills in the context of shared book reading and making experience books. The article also outlines recommendations for fostering effective collaborations with teachers to provide high-quality classroom experiences for all preschool children. Conclusion Providing preschool children with a print-rich environment along with clear and explicit explanations, scaffolding, and ample opportunities for practice can help to enhance the quality of language and literacy instruction. Although this article specifically focuses on shared book reading and making experience books, it is important to note that the strategies discussed here apply to a variety of activities. Speech-language pathologists are encouraged to actively collaborate with teachers to integrate these strategies into various classroom activities to optimize learning and promote children's emergent literacy skills.

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Does Gender Moderate the Relations Between Externalizing Behavior and Key Emergent Literacy Abilities? Evidence From a Longitudinal Study

Journal of Attention Disorders ◽

10.1177/1087054713512522 ◽

2013 ◽

Vol 21 (7) ◽

pp. 600-609 ◽

Cited By ~ 7

Author(s):

Nicholas P. Allan ◽

Shauna W. Joye ◽

Christopher J. Lonigan

Keyword(s):

Preschool Children ◽

Behavior Problems ◽

Emergent Literacy ◽

Problem Behaviors ◽

Externalizing Behavior ◽

Externalizing Behaviors ◽

Literacy Skills ◽

Emergent Literacy Skills ◽

Vocabulary Skills ◽

The Impact

Objective: There is a significant negative relation between externalizing behavior and emergent literacy skills among preschool children. Method: The purpose of this study was to examine the impact of gender on the predictive relation of externalizing behavior and emergent literacy in a group of 178 preschool children (mean age = 48.50 months, SD = 3.66; 48% boys). Results: Externalizing behaviors predicted emergent literacy over time. Distinct patterns of predictive associations dependent on gender were found. Girls with higher levels of externalizing behaviors experienced less change in their vocabulary skills compared with the vocabulary change shown by girls with lower levels of these problem behaviors. Conclusion: The results suggest that early identification programs that include externalizing behavior problems and their relation with emergent literacy development should account for potential gender differences. A theoretical framework in which girls with behavior problems receive less opportunity for vocabulary acquisition is presented.

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Links Among Home Literacy Environment, Literacy Interest, and Emergent Literacy Skills in Preschoolers At Risk for Reading Difficulties

Topics in Early Childhood Special Education ◽

10.1177/0271121410392803 ◽

2010 ◽

Vol 32 (2) ◽

pp. 78-87 ◽

Cited By ~ 30

Author(s):

Alison E. Baroody ◽

Karen E. Diamond

Keyword(s):

At Risk ◽

Emergent Literacy ◽

Reading Difficulties ◽

Home Literacy Environment ◽

Literacy Skills ◽

Home Literacy ◽

Literacy Environment ◽

Emergent Literacy Skills

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Using Alphabet Knowledge to Track the Emergent Literacy Skills of Children in Head Start

Topics in Early Childhood Special Education ◽

10.1177/0271121418766636 ◽

2018 ◽

Vol 38 (2) ◽

pp. 118-128 ◽

Cited By ~ 1

Author(s):

John J. Heilmann ◽

Maura J. Moyle ◽

Ashley M. Rueden

Keyword(s):

Head Start ◽

Emergent Literacy ◽

Literacy Skills ◽

Receptive Vocabulary ◽

First Year ◽

Academic Difficulties ◽

Alphabet Knowledge ◽

Emergent Literacy Skills ◽

Academic Year

Having strong alphabet knowledge early in life is a powerful predictor of long-term reading and academic outcomes. Upon tracking the alphabet knowledge of 172 children enrolled in their first year of Head Start, we identified that most of the children could name fewer than 10 letters at the beginning of the academic year. Approximately, one third of the children with low alphabet knowledge in fall made significant progress and demonstrated mastery of 10 or more letters in spring. For the children who started the year knowing fewer than 10 letters, receptive vocabulary was the best predictor of who would make gains in alphabet knowledge throughout the year. In addition, most children who entered Head Start knowing fewer than 10 letters knew letters from their first names and the letters A, B, or O. Implications for the management of emergent literacy skills for children at-risk for academic difficulties are discussed.

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