Schooling Effects on Literacy Skills during the Transition to School

Autor/inn/en	Kim, Matthew H.; Morrison, Frederick J.
Titel	Schooling Effects on Literacy Skills during the Transition to School
Quelle	In: AERA Open, 4 (2018) 3, (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Kim, Matthew H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	Outcomes of Education; Emergent Literacy; Preschool Education; Kindergarten; Grade 1; Preschool Children; Elementary School Students; Decoding (Reading); Expressive Language; Phonological Awareness; Reading Comprehension; Achievement Tests; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Frühleseunterricht; Pre-school education; Vorschulerziehung; School year 01; 1. Schuljahr; Schuljahr 01; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Dekodierung; Leseverstehen; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	The current study used a regression discontinuity (RD) design to characterize more precisely the link between schooling and literacy by examining whether and how different grade-level, practice-as-usual schooling experiences uniquely predict specific literacy subskills during the transition to school. Data from 334 children revealed moderate positive effects of prekindergarten, kindergarten, and first grade schooling on decoding, while kindergarten and first grade schooling predicted comprehension skills. There was no significant effect of schooling at any grade level on expressive vocabulary or sound awareness. Results were robust to different RD estimation methods and highlight the heterogeneity of schooling effects on early literacy skill development. Implications for understanding early literacy development in the context of regular, public schooling are discussed. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01