Continuity in children's literacy achievements: A longitudinal perspective from kindergarten to school  

Oleh:

Aram, Dorit

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: First Language (Full Text) vol. 25 no. 75 (Oct. 2005), page 259-289.
Fulltext: Dorit Aram.pdf (631.72KB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/FIL/25 Non-tandon: tidak ada Tandon: 1

Lihat Detail Induk

Isi artikel

This study examined continuity in literacy achievements from kindergarten to school, among low SES Israeli children, controlling for family factors. Kindergartners' early oral and code-related language skills as well as family measures were assessed at age 5'12. In school, 2'12 years later, their literacy achievements were evaluated. Correlations emerged between all kindergarten literacy measures and school literacy achievements. Oral and code-related early literacy measures similarly predicted all school literacy achievements. Moreover, early literacy predicted literacy achievements at the end of second grade beyond home environmental measures. Results highlighted the stability in children's learning through the kindergarten- to-school transition, confirming the importance of promoting early literacy in kindergarten, especially among low SES children.

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