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Direct linkCurby, Timothy W.; Brown, Chavaughn A.; Bassett, Hideko Hamada; Denham, Susanne A. – Infant and Child Development, 2015
Identifying and understanding the predictors of preliteracy skills can set the stage for success in a child's academic career. Recent literature has implicated social-emotional competence as a potential component in helping children learn preliteracy skills. To further understand the role of social-emotional competence in preliteracy, the…
Descriptors: Social Development, Emotional Development, Competence, Predictor Variables
Hofslundsengen, Hilde; Hagtvet, Bente Eriksen; Gustafsson, Jan-Eric – Reading and Writing: An Interdisciplinary Journal, 2016
This study examined the effects of a 10 week invented writing program with five-year-old preschoolers (mean age 5.7 years) on their immediate post intervention literacy skills and also the facilitative effects of the intervention on the subsequent learning to read during the first 6 months of schooling. The study included 105 children (54 girls)…
Descriptors: Preschool Children, Writing Instruction, Intervention, Invented Spelling
Cadima, Joana; Gamelas, Ana M.; McClelland, Megan; Peixoto, Carla – Early Education and Development, 2015
Research Findings: This study examined concurrent associations between family sociodemographic risk, self-regulation, and early literacy and mathematics in young children from Azores, Portugal (N = 186). Family sociodemographic risk was indexed by low maternal education, low family income, and low occupational status. Behavioral aspects of…
Descriptors: Foreign Countries, At Risk Students, Preschool Children, Family Income
Jones, Stephanie M.; Bub, Kristen L.; Raver, C. Cybele – Early Education and Development, 2013
Research Findings: This study examines the theory of change of the Chicago School Readiness Project (CSRP), testing a sequence of theory-derived mediating mechanisms that include the quality of teacher-child relationships and children's self-regulation. The CSRP is a multicomponent teacher and classroom-focused intervention, and its…
Descriptors: Teacher Student Relationship, School Readiness, Self Control, Intervention
Anthony, Jason L.; Williams, Jeffrey M., McDonald, Renee; Corbitt-Shindler, Deborah , Carlson, Coleen D.; Francis, David J. – Annals of Dyslexia, 2006
Phonological awareness (PA), phonological memory (PM), and phonological access to lexical storage (also known as RAN), play important roles in acquiring literacy. We examined the convergent, discriminant, and predictive validity of these phonological processing abilities (PPAs) in 147 3-, 4-, and 5-year-old children whose native language was…
Descriptors: Phonemes, Cognitive Ability, Structural Equation Models, Spanish Speaking
Peer reviewedCarroll, Julia M.; Snowling, Margaret J.; Hulme, Charles; Stevenson, Jim – Developmental Psychology, 2003
At 3 points in time over a 12-month period, this short-term longitudinal study examined 67 preschoolers' syllable, rime, and phoneme awareness; speech and language skills; and letter knowledge. Findings indicated that rime skills developed earlier than phoneme skills. Structural equation models showed that articulatory skills and syllable and rime…
Descriptors: Age Differences, Individual Development, Knowledge Level, Language Skills
Peer reviewedLonigan, Christopher J.; Burgess, Stephen R.; Anthony, Jason L. – Developmental Psychology, 2000
Examined the joint and unique predictive significance of emergent literacy skills for later emergent literacy skills and reading in two samples of preschoolers. Structural equation modeling revealed significant developmental continuity of these skills, particularly for letter knowledge and phonological sensitivity from late preschool to early…
Descriptors: Cognitive Development, Decoding (Reading), Developmental Continuity, Emergent Literacy
