School Readiness of Children with Language Impairment: Predicting Literacy Skills from Pre-Literacy and Social-Behavioural Dimensions

Autor/inn/en	Pentimonti, Jill M.; Murphy, Kimberly A.; Justice, Laura M.; Logan, Jessica A. R.; Kaderavek, Joan N.
Titel	School Readiness of Children with Language Impairment: Predicting Literacy Skills from Pre-Literacy and Social-Behavioural Dimensions
Quelle	In: International Journal of Language & Communication Disorders, 51 (2016) 2, S.148-161 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1368-2822
DOI	10.1111/1460-6984.12193
Schlagwörter	School Readiness; Language Impairments; Social Development; Emotional Development; Literacy; Kindergarten; Preschool Children; Factor Analysis; Reading Achievement; Spelling; Correlation; Intervention; Speech Language Pathology; Identification + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Soziale Entwicklung; Gefühlsbildung; Alphabetisierung; Schreib- und Lesefähigkeit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Faktorenanalyse; Leseleistung; Schreibweise; Korrelation; Identifikation; Identifizierung
Abstract	Background: School readiness generally captures the notion that children do best when they arrive at formal schooling with a certain threshold of skill that will help them thrive in the classroom's academic and social milieu. Aims: To examine the dimensionality of the construct of school readiness among children with language impairment (LI), as well as the extent to which these dimensions relate to children's end-of-kindergarten literacy skills. Methods & Procedures: Participants were 136 preschool-aged children with LI. Children were assessed on measures of pre-literacy, social, and behavioural skills in preschool and reading and spelling in kindergarten. Outcomes & Results: Confirmatory factor analyses indicated that school readiness for this sample of children with LI is best characterized as two dimensions: pre-literacy and socio-emotional. Of the two dimensions, pre-literacy readiness was predictive of children's future performance in reading and spelling. Conclusions & Implications: The results further our theoretical understanding of the dimensions of school readiness, as well as our knowledge of how these skills are related among children with LI. Identifying domain-specific readiness skills that are predictive of kindergarten success can help to identify means of early assessment and targets for speech-language intervention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01