References of "Fricke, Silke"
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See detailPreschool predictors of learning to read and spell in an additional language: a two-wave longitudinal study in a multilingual context.
Wealer, Cyril UL; Fricke, Silke; Loff, Ariana et al

in Reading and Writing (2022)

The study explores whether foundational skills of reading and spelling in preschool (age 5–6) predict literacy skills cross-linguistically in an additional language in Grade 1 (age 6–7). A sample of ... [more ▼]

The study explores whether foundational skills of reading and spelling in preschool (age 5–6) predict literacy skills cross-linguistically in an additional language in Grade 1 (age 6–7). A sample of linguistically diverse preschool children completed tasks of phonological awareness, letter-sound knowledge, verbal-short term memory, rapid automatized naming, and lexical knowledge in the language of preschool instruction Luxembourgish. The children were followed-up in Grade 1 where literacy skills were assessed in the language of schooling, i.e., German, after fve months of literacy instruction. German was a non-native language for all children. Longitudinal correlations confrm that individual diferences in single word/pseudoword reading and spelling in German in Grade 1 can be predicted by all the foundational literacy skills that were assessed in Luxembourgish. Path analyses showed that phonological awareness in Luxembourgish emerged as the strongest unique predictor of Grade 1 literacy skills in German. The second unique preschool predictor of Grade 1 literacy skills was letter-sound knowledge. Results are consistent with the view that literacy development in an additional language builds upon similar building blocks as literacy acquisition in a frst language, at least for languages that are typologically close. However, current fndings suggest that respective contributions between predictors and literacy skills in children learning to read in an additional language may vary from patterns observed in studies with children acquiring literacy in their frst language. [less ▲]

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See detailEffects of an Early Literacy Intervention for Linguistically Diverse Children: A Quasi-Experimental Study
Engel de Abreu, Pascale UL; Fricke, Silke; Wealer, Cyril UL

in Frontiers in Psychology (2020), 11

Phonological awareness and letter-sound knowledge underpin children’s early literacy acquisition. Promoting these foundational skills in kindergarten should therefore lead to a better response to formal ... [more ▼]

Phonological awareness and letter-sound knowledge underpin children’s early literacy acquisition. Promoting these foundational skills in kindergarten should therefore lead to a better response to formal literacy instruction once started. The present study evaluated a 12-week early literacy intervention for linguistically diverse children who are learning to read in German. The study was set in Luxembourg where kindergarten education is in Luxembourgish and children learn to read in German in Grade 1 of primary school. One hundred and eighty-nine children (mean age = 5;8 years) were assigned to an early literacy intervention in Luxembourgish or to a business as usual control group. Trained teachers delivered the intervention to entire classes, four times a week, during the last year of kindergarten. The early literacy program included direct instruction in phonological awareness and letter-knowledge, while promoting print and book awareness and literacy engagement. Children were assessed pre-intervention, immediately post-intervention and at a 9 months delayed follow-up using measures in Luxembourgish and in German. At the end of the intervention, children in the intervention group performed significantly better than the control group on phonological awareness and letter-knowledge measures in Luxembourgish and the gains in phonological awareness were maintained at 9 months follow-up. The effects generalized to measures of phonological awareness, word-level reading comprehension and spelling in German (effect sizes d > 0.25), but not to German single word/pseudoword reading, at delayed follow-up. Intervention programs designed to support foundational literacy skills can be successfully implemented by regular teachers in a play-based kindergarten context. The findings suggest that early literacy intervention before school entry can produce educationally meaningful effects in linguistically diverse learners. [less ▲]

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See detailDeveloping literacy in linguistically diverse children
Wealer, Cyril UL; Fricke, Silke; Engel de Abreu, Pascale UL

Scientific Conference (2019, May)

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See detailDeveloping literacy in a multilingual setting
Wealer, Cyril UL; Fricke, Silke; Engel de Abreu, Pascale UL

Scientific Conference (2018, September 15)

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See detailA pre-literacy intervention study in a multilingual setting
Wealer, Cyril UL; Fricke, Silke; Engel de Abreu, Pascale UL

Scientific Conference (2017, August)

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See detailThe Developing Child: Learning and Learning Difficulties in a Multilingual Context
Fricke, Silke; Luk, Gigi; Vale, Ana Paula et al

in The Developing Child: Learning and Learning Difficulties in a Multilingual Context (2016)

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See detailBoosting Early Language as a Foundation for Literacy – Essential but neither Simple nor Easy
Fricke, Silke; Engel de Abreu, Pascale UL

E-print/Working paper (2016)

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See detailA pre-literary intervention in a multilingual setting.
Wealer, Cyril UL; Fricke, Silke; Engel de Abreu, Pascale UL

Poster (2015, September)

Detailed reference viewed: 33 (1 UL)