Profiles and Predictors of Children's Growth in Alphabet Knowledge

Autor/inn/en	Piasta, Shayne B.; Logan, Jessica A. R.; Farley, Kristin S.; Strang, Tara M.; Justice, Laura M.
Titel	Profiles and Predictors of Children's Growth in Alphabet Knowledge
Quelle	In: Journal of Education for Students Placed at Risk, 27 (2022) 1, S.1-26 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Piasta, Shayne B.) ORCID (Farley, Kristin S.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
DOI	10.1080/10824669.2021.1871617
Schlagwörter	Profiles; Predictor Variables; Emergent Literacy; Alphabets; Preschool Children; Phoneme Grapheme Correspondence; Knowledge Level; Kindergarten; School Readiness; Family Literacy; Reading Instruction; Outcomes of Education + Suchen Sie Ihr Suchwort? Charakterisierung; Profilanalyse; Prädiktor; Frühleseunterricht; Buchstabenschrift; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Wissensbasis; Readiness for school; School ability; Schulreife; Leseunterricht; Lernleistung; Schulerfolg
Abstract	Despite being a critical emergent literacy skill and an indicator of risk for later reading difficulties, relatively little is known about how alphabet knowledge develops over time. This study utilized a person-centered approach and longitudinal sample of 998 preschool-aged children (M = 56.50 months old) to examine patterns in letter name and letter-sound knowledge development, associations with child, home/family, and classroom factors, and kindergarten readiness outcomes. Results indicated three profiles: children demonstrating initially "High" knowledge and little growth before mastery, children demonstrating initially low knowledge but "Growing" trajectories toward mastery, and children demonstrating initially low knowledge whose growth was substantially "Delayed." Multiple factors distinguished the "High" profile but few distinguished the "Growing" versus "Delayed" profiles; all differed in kindergarten readiness. Implications concerning risk, resiliency, and assessment/instruction are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01