Reference : Identification of predictors of emergent literacy
Scientific congresses, symposiums and conference proceedings : Paper published in a book
Social & behavioral sciences, psychology : Education & instruction
Multilingualism and Intercultural Studies
http://hdl.handle.net/10993/32124
Identification of predictors of emergent literacy
English
Aleksic, Gabrijela mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Integrative Research Unit: Social and Individual Development (INSIDE) >]
Merrell, Christine mailto [Durham University]
Ferring, Dieter mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Integrative Research Unit: Social and Individual Development (INSIDE) >]
Martin, Romain mailto [University of Luxembourg > Rectorate > Academic Affairs >]
Andre, Lucija mailto [University of Amsterdam]
Klemenovic, Jasmina [University of Novi Sad]
Sep-2013
The 16th European Conference on Developmental Psychology
Yes
International
The 16th European Conference on Developmental Psychology
03-09-2013 to 07-09-2013
Lausanne
Switzerland
[en] emergent literacy ; predictors ; longitudinal
[en] Two studies examined the predictive value of a range of variables associated with young children on their later literacy. Study 1 involved children age 5 to 7 from Serbia (N = 159); Study 2 engaged children age 4 to 6 from Luxembourg (N = 174). Children in Study 1 were assessed on entry to school, aged 5, and again at age 7. Children in Study 2 were assessed once, in preschool. In Study 1, multilevel models indicated that a baseline assessment administrated in school language at the age of 5, in particular with respect to their competence in mathematics, were the most significant predictors of children’s emergent literacy at the age of 7 after controlling for age, gender, vocabulary, and phonological awareness. In Study 2, gender, vocabulary, phonological awareness, and competence in mathematics at the age of 5 were significant predictors of emergent literacy at the same age, after controlling for age, test administered in school language, and behavior. The level of parental education in Study 1 and the children’s behavior in both studies proved not to be significant. Both studies have important educational implications, suggesting that practitioners should assess language-minority children at the start of school in their mother tongue and act upon the outcomes of those assessments to avoid later literacy problems.
Fonds National de la Recherche - FnR
http://hdl.handle.net/10993/32124

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