Predictors of Early Reading Acquisition in Children of Low Socioeconomic Status

Abstract The aim of the present study was to identify the predictors of early-grade reading acquisition in monolingual speakers of a transparent language. Eighty students attending preschool (M = 5 years, SD = 0.40), first grade (M = 6 years, SD = 0.59) and second grade (M = 7 years, SD = 0.55) in a public institution participated in the study. All were evaluated with the Early Grade Reading Acquisition test, an ad hoc sociodemographic questionnaire and the language domain of the Child Neuropsychological Assessment battery. Multiple regression analysis showed that phonological awareness and years of education are the factors that explain reading performance of children in their early years of school. These findings highlight the importance of improving oral skills prior to early reading acquisition and contribute to enhancing the early reading skills of monolingual children with limited socioeconomic opportunities.

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Relation between early reading acquisition and word decoding with and without context: A longitudinal study of first-grade children.

Journal of Educational Psychology ◽

10.1037/0022-0663.76.4.668 ◽

1984 ◽

Vol 76 (4) ◽

pp. 668-677 ◽

Cited By ~ 54

Author(s):

Keith E. Stanovich ◽

Anne E. Cunningham ◽

Dorothy J. Feeman

Keyword(s):

Longitudinal Study ◽

Reading Acquisition ◽

Early Reading ◽

First Grade ◽

Word Decoding ◽

Early Reading Acquisition

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2. Early Reading Acquisition

Acquisition of Reading in Dutch ◽

10.1515/9783110869187-002 ◽

1990 ◽

pp. 15-28 ◽

Cited By ~ 1

Keyword(s):

Reading Acquisition ◽

Early Reading ◽

Early Reading Acquisition

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Early reading acquisition and its relation to reading experience and ability 10 years later.

Developmental Psychology ◽

10.1037/0012-1649.33.6.934 ◽

1997 ◽

Vol 33 (6) ◽

pp. 934-945 ◽

Cited By ~ 625

Author(s):

Anne E. Cunningham ◽

Keith E. Stanovich

Keyword(s):

Reading Acquisition ◽

Early Reading ◽

Reading Experience ◽

Early Reading Acquisition

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Early Reading Acquisition: Six Psycholinguistic Case Studies

Language ◽

10.2307/413470 ◽

1985 ◽

Vol 61 (1) ◽

pp. 239

Author(s):

Douglas Biber ◽

Fernando Mino-Garces

Keyword(s):

Case Studies ◽

Reading Acquisition ◽

Early Reading ◽

Early Reading Acquisition

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Avaliação da linguagem oral e escrita no pré-escolar e nos primeiros anos de escolaridade

Revista da Associação Portuguesa de Linguística ◽

10.26334/2183-9077/rapln8ano2021a4 ◽

2021 ◽

pp. 40-53

Author(s):

Joana Batalha ◽

Maria Lobo ◽

Antónia Estrela ◽

Bruna Bragança

Keyword(s):

Phonological Awareness ◽

Early Literacy ◽

Word Reading ◽

Writing Skills ◽

First Grade ◽

Literacy Skills ◽

Early Years ◽

Second Grade ◽

Syntactic Awareness ◽

Reading And Writing

In this article, we present an assessment instrument aimed at diagnosing oral language and reading and writing skills in children attending pre-school (5 years) and the early years of primary school. The instrument was mainly designed for the school context, and it was developed in collaboration with kindergarten educators and primary teachers who participated in PIPALE - Preventive Intervention Project for Reading and Writing, a project which is integrated in the National Program for the Promotion of School Success. The instrument covers the assessment of phonological and syntactic awareness, comprehension of syntactic structures, early literacy, and reading and writing skills (word reading, word and sentence writing, text comprehension, and text production). Besides offering a detailed description of the structure and tasks of the instrument, the present study includes the results of the first implementation of this tool to a total of 495 students in pre-school, first grade and second grade. The results show significant differences between the three groups (pre-school, first grade and second grade) in phonological awareness (identification of initial syllable, initial phoneme and final rhyme) and between the younger groups and the second graders in syntactic awareness (acceptability judgement task) and early literacy skills. As for reading and writing skills, the results show better performance in reading tasks than in writing tasks, a strong significant correlation between phonological awareness and word reading and word writing, and between literacy skills and word reading and writing. We also found a milder correlation between syntactic awareness and reading comprehension, as well as text writing. These results suggest that the instrument is effective for an early diagnosis and early intervention of reading and writing skills.

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