Interrelationships among Prereading and Oral Language Skills in Kindergartners from Two Social Classes.

Autor/inn/en	Dickinson, David K.; Snow, Catherine E.
Titel	Interrelationships among Prereading and Oral Language Skills in Kindergartners from Two Social Classes.
Quelle	(1986), (57 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cognitive Development; Comparative Analysis; Decoding (Reading); Family Environment; Kindergarten; Language Acquisition; Oral Language; Preschool Education; Prior Learning; Reading Readiness; Reading Research; Socioeconomic Status; Spelling; Word Recognition + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Dekodierung; Familienmilieu; Sprachaneignung; Spracherwerb; Oral interpretation; Mündlicher Sprachgebrauch; Pre-school education; Vorschulerziehung; Vorkenntnisse; Reading rate; Reading speed; Lesegeschwindigkeit; Leseforschung; Socio-economic status; Sozioökonomischer Status; Schreibweise; Worterkennung
Abstract	A study examined the interrelationship among print-related skills developed prior to formal reading instruction and social class differences in these skills in 33 middle-class and working-class children attending one of two high quality, reading-oriented kindergarten classes. Two hypotheses were generated: (1) that correlations would emerge among measures reflecting grasp of sound-symbol correspondence, phonemic awareness, how print language functions, and decontextualized language ability; and (2) that social class differences would be a factor for measures of decontextualized language and grasp of sound-symbol correspondences, but not for measures of abilities focused on in the kindergarten, such as print concepts and general understanding of how books function. Subjects, assessed as low socioeconomic status (SES) or high SES on the basis of their parents' employment status, were tested in three to four sessions of 15 to 20 minutes each. The results indicated that phonemic awareness, print decoding, print production, and literacy interrelate positively and significantly, but have generally low or negative correlations with the oral language composites. These results suggest that preschool reading readiness may include many different abilities, however highly related to one another. Gender had no significant main effect, but middle-class subjects scored significantly higher on all the prereading composite scores than did working-class subjects, suggesting that attendance at high quality nursery/kindergarten classes was not sufficient to equalize the skills of the two social groups. (A 10-page list of references and tables of data are included, and coding criteria for picture descriptions and of noun definitions are appended.) (HTH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC