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

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Abstract

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 51/2. In school, 21/2 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.

Original languageEnglish
Pages (from-to)259-289
Number of pages31
JournalFirst Language
Volume25
Issue number3
DOIs
StatePublished - 2005

Keywords

  • Early writing
  • Literacy
  • Longitudinal study
  • Morphological awareness
  • SES definitions
  • Spelling

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