The Longitudinal Relationship between Early Inhibitory Control Skills and Emergent Literacy in Preschool Children

Autor/inn/en	Gandolfi, Elena; Traverso, Laura; Zanobini, Mirella; Usai, Maria Carmen; Viterbori, Paola
Titel	The Longitudinal Relationship between Early Inhibitory Control Skills and Emergent Literacy in Preschool Children
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 34 (2021) 8, S.1985-2009 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gandolfi, Elena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-021-10131-y
Schlagwörter	Inhibition; Emergent Literacy; Preschool Children; Toddlers; Foreign Countries; Longitudinal Studies; Expressive Language; Vocabulary; Phonological Awareness; Interference (Learning); Italy + Suchen Sie Ihr Suchwort? Hemmung; Frühleseunterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Infant; Infants; Toddler; Kleinkind; Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Wortschatz; Italien
Abstract	This study analyses the longitudinal relationship between early inhibitory control skills and subsequent emergent literacy. At Time 1, a sample of 50 typically monolingual Italian toddlers aged 28 to 36 months in their last year of day-care was assessed on expressive vocabulary and two inhibitory control measures, tapping specifically response inhibition and interference suppression. At Time 2, during the preschool years, children aged 49 to 72 months were re-assessed on a battery of emergent literacy tasks including three phonological awareness tasks and an orthographic knowledge task. The results of the hierarchical linear regression analyses suggest that interference suppression evaluated at Time 1 is a key process in the acquisition and construction of both phonological awareness and early orthographic knowledge, even when children's early expressive vocabulary was included in the analyses. Unlike previous studies, the present study included very young children, thus allowing us to explore the developmental antecedents of two important precursors of reading and writing abilities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01