The Associations among Preschool Children's Growth in Early Reading, Executive Function, and Invented Spelling Skills

Autor/inn/en	Zhang, Chenyi; Bingham, Gary E.; Quinn, Margaret F.
Titel	The Associations among Preschool Children's Growth in Early Reading, Executive Function, and Invented Spelling Skills
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 30 (2017) 8, S.1705-1728 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhang, Chenyi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-017-9746-0
Schlagwörter	Preschool Children; Emergent Literacy; Early Reading; Executive Function; Language Acquisition; Invented Spelling; African American Students; Multiple Regression Analysis; Phonological Awareness; Predictor Variables; Reading Tests; Scores + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Frühleseunterricht; Frühlesen; Sprachaneignung; Spracherwerb; Rechtschreibdidaktik; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Prädiktor; Lesetest
Abstract	The purpose of the present study was to examine associations among children's emergent literacy (early reading), language, executive function (EF), and invented spelling skills across prekindergarten. Participants included 123, primarily African American, 4-year-old children enrolled in a variety of prekindergarten settings. In addition to describing the concurrent and longitudinal relations between children's emergent literacy, EF, and invented spelling skills, this study investigated associations among children's growth in these targeted skills and explored potential indirect effects from children's EF to invented writing skill. Multiple regression analyses suggested that although early reading skills were significantly and concurrently associated with invented spelling skills, children's phonological awareness was the only early reading skill predictive of later invented spelling skills. Children's EF was not concurrently or longitudinally associated with invented spelling after controlling for early reading skills. However, regression analyses of children's residual scores suggested that children's EF skill at the beginning of the semester was predictive of their later invented spelling skills through children's letter-sound knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01