Transitioning from Basic School to Grade One: Early Identification of Students At-Risk for Reading Difficulties

Autor/inn/en	Spencer-Ernandez, Joan; Edwards-Kerr, Deon
Titel	Transitioning from Basic School to Grade One: Early Identification of Students At-Risk for Reading Difficulties
Quelle	In: Early Child Development and Care, 188 (2018) 9, S.1271-1286 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Spencer-Ernandez, Joan) ORCID (Edwards-Kerr, Deon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2018.1433668
Schlagwörter	Foreign Countries; Identification; At Risk Students; Reading Difficulties; Preschool Children; Preschool Education; Language Acquisition; Phonological Awareness; Alphabets; Phoneme Grapheme Correspondence; Gender Differences; Emergent Literacy; Jamaica + Suchen Sie Ihr Suchwort? Ausland; Identifikation; Identifizierung; Reading difficulty; Leseschwierigkeit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Sprachaneignung; Spracherwerb; Buchstabenschrift; Geschlechterkonflikt; Frühleseunterricht
Abstract	The purpose of this study was to identify the types of early reading tasks with which final year (5-6 year olds) Jamaican basic school children are struggling that place them at-risk for reading difficulties. A sample of 409 (224 females, 185 males) children in the final year of basic school were tested using measures of language development, phonological awareness, letter identification and letter-sound knowledge. Language development was found to be an area of strength. On measures of phonological awareness, letter identification and letter-sound knowledge, their performance indicated that these are the early reading tasks that place them at-risk for reading difficulties as 40% failed to identify sounds in the initial or final position in words, 32% were unable to identify letters and to match them with their sound, and 70% were unable to blend sounds dictated to identify words. Early identification of children at-risk for reading difficulties was highlighted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01