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Unique Contributions of Impulsivity and Inhibition to Prereading Skills in Preschoolers at Head Start
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Fuhs, Mary Wagner; Wyant, Autumn B.; Day, Jeanne D. – Journal of Research in Childhood Education, 2011
The goal of this study was to explore the relationship between temperament (specifically impulsivity and inhibition) and prereading skills (letter knowledge and print concepts) in preschool children from disadvantaged backgrounds. The participants in the study were 111 preschool children with a mean age of 58.09 months (SD = 5.80) attending Head…
Descriptors: Concept Formation, Early Childhood Education, Disadvantaged Youth, Preschool Children
Development of Kindergartners' Ideas about What Is Written in a Written Sentence.
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Manning, Maryann; And Others – Journal of Research in Childhood Education, 1995
Examined strategies used by 12 kindergarten nonreaders who tried to relate spoken words to segments of written sentences. Results suggest that children may first succeed in establishing correspondences between temporal order of spoken words and spatial order of written words when a sentence contains only one functor word. Results show the complex…
Descriptors: Kindergarten Children, Longitudinal Studies, Oral Language, Prereading Experience
The Linguistic Environment of Early Readers.
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Davidson, Rosalind G.; Snow, Catherine E. – Journal of Research in Childhood Education, 1995
Compared social-linguistic experiences of six early readers (ERs) and six prereading (PRs) matched-age peers in interactions with their middle-class parents. Found that ER parents created an even more enriched language environment for their children than PR parents. Differences on decontextualized language tasks favored ER families, and ERs gave…
Descriptors: Early Childhood Education, Early Experience, Early Reading, Family Environment
Eliciting and Examining Young Children's Storytelling.
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Wellhousen, Karyn – Journal of Research in Childhood Education, 1993
A study of kindergarten children used three language-eliciting situations to obtain stories. The stories were compared for fluency, vocabulary, descriptive nature, and story structure. Results indicated that stories elicited without the use of a prop were more fluent and reflected a more sophisticated story structure than those elicited by a…
Descriptors: Kindergarten, Kindergarten Children, Language Skills, Oral Language
The Theoretical Basis for Relationships between Language and Literacy in Development.
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Snow, Catherine E. – Journal of Research in Childhood Education, 1991
Considers theory and hypotheses about the relationship between preschool experiences and literacy outcomes that are based on the longitudinal Home-School Study of Language and Literacy Development project, now in its fourth year of data collection. Also discussed are the sample, data collection techniques, and types of analysis being used in the…
Descriptors: Elementary Education, Elementary School Students, Family School Relationship, Language Acquisition