Profiles of Emergent Literacy Skills among Preschool Children Who Are at Risk for Academic Difficulties

Autor/inn/en	Cabell, Sonia Q.; Justice, Laura M.; Konold, Timothy R.; McGinty, Anita S.
Titel	Profiles of Emergent Literacy Skills among Preschool Children Who Are at Risk for Academic Difficulties
Quelle	In: Early Childhood Research Quarterly, 26 (2011) 1, S.1-14 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
DOI	10.1016/j.ecresq.2010.05.003
Schlagwörter	Oral Language; Reading Achievement; Predictive Validity; Preschool Children; Multivariate Analysis; Profiles; Emergent Literacy; At Risk Students; Academic Failure; Expressive Language; Receptive Language; Grammar; Vocabulary; Printed Materials; Alphabets; Writing Skills; Rhyme + Suchen Sie Ihr Suchwort? Oral interpretation; Mündlicher Sprachgebrauch; Leseleistung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Multivariate Analyse; Charakterisierung; Profilanalyse; Frühleseunterricht; Rezeptive Kommunikationsfähigkeit; Grammatik; Wortschatz; Buchstabenschrift; Writing skill; Schreibfertigkeit; Reim
Abstract	The purpose of this study was to explore patterns of within-group variability in the emergent literacy skills of preschoolers who are at risk for academic difficulties. We used the person-centered approach of cluster analysis to identify profiles of emergent literacy skills, taking into account both oral language and code-related skills. Participants were 492 preschoolers (aged 42-60 months) enrolled in needs-based programs. In the fall of the academic year, children were administered eight measures of emergent literacy: four oral language measures (i.e., expressive and receptive grammar, expressive and receptive vocabulary) and four code-related measures (i.e., print concepts, alphabet knowledge, name writing, and rhyme). Controlling for age, hierarchical-agglomerative and K-means cluster analysis procedures were employed. Five psychometrically sound profiles emerged: highest emergent literacy (prevalence=14%); three profiles with average oral language and differential code-related abilities (16%, 24%; 23%); and lowest oral language with broad code-related weaknesses (23%). Profiles were then compared on midyear teacher ratings of emergent literacy as well as end-of-kindergarten literacy performance; results provided convergent evidence of predictive validity. This study highlights the considerable heterogeneity of emergent literacy abilities within an "at-risk" group. The resulting profiles have theoretical and practical relevance when examining both concurrent relationships between oral language and code-related skills as well as longitudinal relationships between early patterns of performance and later reading achievement. (Contains 6 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10