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

2013 ◽  
Vol 21 (7) ◽  
pp. 600-609 ◽  
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.

Coupling Articulatory Placement Strategies With Phonemic Awareness Instruction to Support Emergent Literacy Skills in Preschool Children: A Collaborative Approach

2021 ◽  
pp. 1-14
Author(s):  
Robyn Becker ◽  
Lesley Sylvan
Keyword(s):  
Preschool Children ◽  
Pilot Study ◽  
Emergent Literacy ◽  
Phonemic Awareness ◽  
Literacy Skills ◽  
Emergent Literacy Skills ◽  
Speech Language Pathologist ◽  
The Impact ◽  
Early Childhood Center

Purpose The merits of collaboration between teachers and speech-language pathologists have been extensively highlighted in literature on multitiered educational frameworks. Studies also illustrate the link between articulation, phonemic awareness, and, ultimately, reading skills. This article describes the impact of an intervention targeting articulation and phonemic awareness provided collaboratively to preschool children to enhance emergent literacy skills with the long-term goal of preventing later reading difficulties. Method This pilot study involved a bidirectional collaboration between a speech-language pathologist and a teacher by providing articulatory placement strategies to link accurate speech production with early phonemic awareness activities in the context of a private early childhood center. Seventeen children ( N = 17) participated in the study, with ages ranging from 55 to 65 months. Results The results indicated significant differences in phonemic segmentation as well as reading phonemically spelled words and nonwords when comparing the baseline to the collaboratively based articulatory placement plus phonemic awareness intervention. Significant differences were also seen when comparing the traditional literacy program to the collaboratively based articulatory placement plus phonemic awareness intervention. Conclusions The results suggest there may be a benefit to using articulatory placement strategies with phonemic awareness activities directly in the preschool classroom in collaboration with teachers. This pilot study adds to the literature by transferring principles demonstrated as effective for individual children in the research laboratory to application with a whole class in an authentic setting.

The Emergent Literacy Skills of Preschool Children with Autism Spectrum Disorder

2016 ◽  
Vol 47 (2) ◽  
pp. 424-438 ◽  
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

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

2019 ◽  
Vol 4 (1) ◽  
pp. 167-176 ◽  
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.

scholarly journals Analyzing Motor Development and Emergent Literacy Skills of Preschool Children

2020 ◽  
Vol 13 (4) ◽  
pp. 94
Author(s):  
Fatma Özkür
Keyword(s):  
Preschool Children ◽  
Emergent Literacy ◽  
Motor Skills ◽  
Motor Development ◽  
Pearson Correlation ◽  
Shoulder Girdle ◽  
Literacy Skills ◽  
Fine Motor ◽  
Emergent Literacy Skills ◽  
Medium Level

Children start to gain basic literacy skills during preschool that they will constantly be depended on for their academic activities in primary school. Through learning shoulder girdle strength, fine motor skills, and eye-hand coordination, the foundation of motor skills is developed. Examining the effects of motor skills on emergent literacy skills could provide helpful information on the associations among motor and, reading and writing development. The purpose of this study was to analyze 5 years old children’s motor development and emergent literacy skills. The sample of the study consisted of 160 preschool children from main district of Istanbul. Dumans TMB scale and OYHB scale was used for data collection purposes. Results showed that majority of the preschool children (68%) participated in the study had insufficient level of emergent literacy skills. This group’s motor development score was also significantly lower than instructional group. Pearson correlation analysis showed that there was a positive and medium level correlation between the scores of motor development and emergent literacy in both groups. It has been suggested that preschool children’s motor skills should be taken into account for their emergent literacy skills development.

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