Children’s acquisition of early literacy skills: examining family contributions
ABSTRACT A study of 143 families and their preschool-age children was undertaken to examine the relationship between the family environment and children’s language and literacy skills. This research was guided by three models hypothesized by Snow, Barnes, Chandler, Goodman, and Hemphill (1991) to explain the family’s contribution to children’s acquisition of language and literacy. The three theoretical models examined in this study were: Family as Educator, Resilient Family, and Parent–Child Care Partnership. Confirmatory factor analysis (CFA) and structural equation modeling were used to estimate latent constructs and structural models, respectively. Results showed that only the Family as Educator model was significantly related to child language and literacy outcomes (i.e., book-related knowledge, receptive language skills, and expressive language skills). Implications for future researchers and educational practice are discussed.
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ABSTRACT: A comparative analysis between emergent procedural and conceptual print-related achievements was conducted for 32 children with autism spectrum disorders (ASD) aged 4 to 8 years. To minimize the influence of linguistic competence on the assessment, the ASD print-related profile was compared with that of a language-matched sample of typically developing peers. Two factors associated with young children’s print-related achievements, their print motivation and home-based experiences, were illustrated for the matched participants. We found that children with ASD earned significantly higher scores on a parentally reported composite measure of emergent procedural (e.g., letter name identification) than conceptual (e.g., pretend reading) print-related accomplishments. The children with ASD were more often reported by their parents as motivated by letters but less likely to request or enjoy shared reading than their language-matched peers. Findings provide a preliminary profile of emergent print-related accomplishments that may be considered in educational planning for children with ASD.Focus on Autism and Other Developmental Disabilities 03/2013; 28(1):14-25. DOI:10.1177/1088357612459270 · 1.05 Impact Factor
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ABSTRACT: The aim of this study was to use prospective data from the Avon Longitudinal Study of Parents and Children (ALSPAC) to examine the differences in literacy skills in children who later completed the psychotic like symptoms (PLIKS) interview at 12years of age. We further examined the association between literacy skills over time in relation to the likelihood of reporting psychotic experiences (PEs). This study examined data from n=6790 children from the ALSPAC cohort who participated in the PLIKS semi-structured interview. Literacy skills such as spelling, basic real and non-real word reading, and reading skills and comprehension were assessed by an ALSPAC spelling task, Wechsler Objective Reading Dimension, and the revised Neale Analysis of Reading Ability (NARA II) respectively. Relative to the group unaffected by PEs, we found a lower performance in all measurements of child literacy skills in those with suspected or definite PEs. The majority of these differences persisted after adjusting for a range of covariates. In addition, both a consistently low pattern of performance and a decline were associated with suspected or definite PEs. Implications for preventative intervention models focussed on children at risk of developing psychotic disorders are discussed within the context of speech and language development.Schizophrenia Research 02/2013; 145(1-3). DOI:10.1016/j.schres.2012.12.025 · 4.43 Impact Factor
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ABSTRACT: The purpose of this study was to assess changes in children’s language skills and parenting stress following participation in the Parent–Child Mother Goose Program (PCMGP). The intervention group consisted of 29 parents (age range 24 to 43 years, M = 33.5, SD = 4.1) and 30 children (18 females and 12 males) with ages ranging from 1 to 46 months (M = 14.2, SD = 13.0), who were participating in the PCMGP. The comparison group consisted of 22 parents (age range 28 to 43 years, M = 34.5, SD = 3.7) and 25 children (14 females and 11 males) with ages ranging from 5 to 37 months (M = 18.2, SD = 10.7), who were participating in community playgroups. Children’s scores on receptive and expressive language using the Preschool Language Scale-3, and parenting stress scores using three subscales of the Parenting Stress Index were obtained at the beginning of the research (pre-test) and again 15 weeks later (post-test). Results revealed that the PCMGP children showed greater improvement in language skills, especially their expressive communication skills. The parents participating in the PCMGP also reported a more positive impact on their perceptions of their child’s demandingness compared to the comparison playgroup parents. This study highlights the potential effectiveness of the PCMGP as an early intervention program in relation to aspects of both receptive and expressive language and parental stress, and adds to the limited existing literature evaluating this program.Journal of Early Childhood Research 02/2013; 11(1):16-26. DOI:10.1177/1476718X12456000