Different Tales: The Role of Gender in the Oral Narrative-Reading Link among African American Children

Autor/inn/en	Gardner-Neblett, Nicole; Sideris, John
Titel	Different Tales: The Role of Gender in the Oral Narrative-Reading Link among African American Children
Quelle	In: Child Development, 89 (2018) 4, S.1328-1342 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12803
Schlagwörter	Sex Role; African American Children; Longitudinal Studies; Reading Skills; Reading Instruction; Oral Reading; Gender Differences; Preschool Children; Predictor Variables; Scores + Suchen Sie Ihr Suchwort? Geschlechterrolle; African Americans; Child; Children; Afroamerikaner; Kind; Kinder; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Reading skill; Lesefertigkeit; Leseunterricht; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Geschlechterkonflikt; Pre-school age; Preschool age; Pre-school education; Preschool education; Vorschulalter; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Prädiktor
Abstract	Evidence suggests that oral narrative skills are a linguistic strength for African American children, yet few studies have examined how these skills are associated with reading for African American boys and girls. The current study uses longitudinal data of a sample of 72 African American 4-year-olds to examine how preschool oral narrative skills predict reading from first through sixth grades and explores differences by gender. Findings indicate that although girls demonstrated stronger narrative skills, their narrative skills did not moderate change in reading. For boys, narrative skills moderated change in reading over time such that as preschool narrative skills increased, their reading scores showed greater change over time. Educational implications and directions for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01