A Developmental Perspective on Word Literacy from Kindergarten through the Second Grade

Autor/inn/en	Ding, Cody; Richardson, Lloyd; Schnell, Thomas
Titel	A Developmental Perspective on Word Literacy from Kindergarten through the Second Grade
Quelle	In: Journal of Educational Research, 106 (2013) 2, S.132-145 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2012.667009
Schlagwörter	Early Childhood Education; Literacy; Reading Achievement; Hypothesis Testing; Multidimensional Scaling; Language Acquisition; Educational Research; Followup Studies; Language Skills; Phonological Awareness; Language Fluency; Developmental Psychology; Emergent Literacy; Individual Differences; Achievement Gap; Longitudinal Studies; Dynamic Indicators of Basic Early Literacy Skills (DIBELS) + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Alphabetisierung; Schreib- und Lesefähigkeit; Leseleistung; Hypothesenprüfung; Hypothesentest; Mehrdimensionale Analysis; Sprachaneignung; Spracherwerb; Bildungsforschung; Pädagogische Forschung; Follow-up studies; Kontaktstudium; Language skill; Sprachkompetenz; Language skills; Entwicklungspsychologie; Frühleseunterricht; Individueller Unterschied; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	Utilizing latent transition analysis and multidimensional scaling growth analysis, the authors studied the emerging developmental trajectories in word literacy (i.e., word-reading competence) of a group of 1,503 kindergarteners. Specifically, 3 hypotheses with respect to growth patterns in word literacy from kindergarten to Grade 2 were examined: (a) children come into kindergarten with different word literacy levels, and emerging differences would be likely to remain stable over time; (b) the differences in word literacy latent status would lead to differences in word literacy trajectories over time; and (c) students with a low growth level would lead to lower achievement in reading achievement at a later time. The results of the dynamic analyses support the hypotheses and are discussed in the context of word literacy development. (Contains 6 tables, 2 figures, and 2 notes.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10