Predicting Specific Kindergarten Literacy Skills from Three-Year Olds' Preschool Experiences.

Autor/inn/en	Dickinson, David K.; Moreton, Joy
Titel	Predicting Specific Kindergarten Literacy Skills from Three-Year Olds' Preschool Experiences.
Quelle	(1991), (19 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Family Role; Language Acquisition; Language Skills; Literacy; Prereading Experience; Preschool Children; Preschool Education; Teacher Role + Suchen Sie Ihr Suchwort? Sprachaneignung; Spracherwerb; Language skill; Sprachkompetenz; Alphabetisierung; Schreib- und Lesefähigkeit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Lehrerrolle
Abstract	A study examined the association between specific features of the preschool language context and the development of children's literacy-related language skills. Teachers were interviewed about the frequency with which they read to student groups during the school day; their preferences about literature; and the nature of their curriculum. Teachers were also observed in the class, and spontaneous talk by target children was recorded. From the observations, five hypotheses were formed: (1) the amount of time spent in different preschool activities would relate to performance on kindergarten measures of language and literacy development; (2) the amount of time spent in extended talk with adults would correlate positively with children's language and literacy development; (3) the content of children's talk would relate to language and literacy outcome measures; (4) teachers' pedagogical attitudes would help predict children's language and literacy development; and (5) variables such as financial status, availability of a network of family and friends, and access to child care would be related to literacy outcomes. Findings revealed that multiple sources nurtured literacy; both homes and preschools made important contributions to literacy development; and skills such as those involved in language analysis, vocabulary development, and print knowledge develop in tandem to lead to literacy. (SAK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01