Reference : Identification of predictors of emergent literacy

	Document type :	Scientific congresses, symposiums and conference proceedings : Paper published in a book
	Discipline(s) :	Social & behavioral sciences, psychology : Education & instruction
	Focus Areas :	Multilingualism and Intercultural Studies
	To cite this reference:	http://hdl.handle.net/10993/32124

Title :	Identification of predictors of emergent literacy
Language :	English
Author, co-author :	Aleksic, Gabrijela [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Integrative Research Unit: Social and Individual Development (INSIDE) >]
	Merrell, Christine [Durham University]
	Ferring, Dieter [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Integrative Research Unit: Social and Individual Development (INSIDE) >]
	Martin, Romain [University of Luxembourg > Rectorate > Academic Affairs >]
	Andre, Lucija [University of Amsterdam]
	Klemenovic, Jasmina [University of Novi Sad]
Publication date :	Sep-2013
Main document title :	The 16th European Conference on Developmental Psychology
Peer reviewed :	Yes
Audience :	International
Event name :	The 16th European Conference on Developmental Psychology
Event date :	03-09-2013 to 07-09-2013
Event place (city) :	Lausanne
Event country :	Switzerland
Keywords :	[en] emergent literacy ; predictors ; longitudinal
Abstract :	[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.
Funders :	Fonds National de la Recherche - FnR
Name of the research project :	PhD
Permalink :	http://hdl.handle.net/10993/32124

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