A structural model of the effects of preschool attention on kindergarten literacy
Factors that lead to poor achievement in literacy are evident prior to a child beginning kindergarten. In the present study, we examined the importance of including attention in a model for predicting emergent literacy in prekindergarten and subsequent reading abilities in kindergarten. The sample w...
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| Veröffentlicht in: | Reading & writing 2012-10, Vol.25 (9), p.2205-2222 |
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| container_title | Reading & writing |
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| creator | Dice, Jaime L. Schwanenflugel, Paula |
| description | Factors that lead to poor achievement in literacy are evident prior to a child beginning kindergarten. In the present study, we examined the importance of including attention in a model for predicting emergent literacy in prekindergarten and subsequent reading abilities in kindergarten. The sample was 250 children attending public prekindergarten and kindergarten. Structural equation modeling was used to test our hypothesis that children’s early literacy skills mediate the relationship between preschoolers’ attention and kindergarten decoding abilities. Using early literacy as a mediator between early attention and later decoding provided a good model fit. Results suggest that attention was integral to the fit of the model and that attention in preschool is related to the development of early literacy skills above and beyond the contribution of maternal education to these skills. The implication of our study is that attention in early childhood should be considered an important part of literacy development. |
| doi_str_mv | 10.1007/s11145-011-9354-3 |
| format | Article |
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In the present study, we examined the importance of including attention in a model for predicting emergent literacy in prekindergarten and subsequent reading abilities in kindergarten. The sample was 250 children attending public prekindergarten and kindergarten. Structural equation modeling was used to test our hypothesis that children’s early literacy skills mediate the relationship between preschoolers’ attention and kindergarten decoding abilities. Using early literacy as a mediator between early attention and later decoding provided a good model fit. Results suggest that attention was integral to the fit of the model and that attention in preschool is related to the development of early literacy skills above and beyond the contribution of maternal education to these skills. 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In the present study, we examined the importance of including attention in a model for predicting emergent literacy in prekindergarten and subsequent reading abilities in kindergarten. The sample was 250 children attending public prekindergarten and kindergarten. Structural equation modeling was used to test our hypothesis that children’s early literacy skills mediate the relationship between preschoolers’ attention and kindergarten decoding abilities. Using early literacy as a mediator between early attention and later decoding provided a good model fit. Results suggest that attention was integral to the fit of the model and that attention in preschool is related to the development of early literacy skills above and beyond the contribution of maternal education to these skills. 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In the present study, we examined the importance of including attention in a model for predicting emergent literacy in prekindergarten and subsequent reading abilities in kindergarten. The sample was 250 children attending public prekindergarten and kindergarten. Structural equation modeling was used to test our hypothesis that children’s early literacy skills mediate the relationship between preschoolers’ attention and kindergarten decoding abilities. Using early literacy as a mediator between early attention and later decoding provided a good model fit. Results suggest that attention was integral to the fit of the model and that attention in preschool is related to the development of early literacy skills above and beyond the contribution of maternal education to these skills. 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| subjects | Attention Attention Control Decoding Early literacy Early Reading Education Educational Attainment Educational Research Educational Technology Emergent Literacy Goodness of Fit Grade 2 Hypothesis Testing Kindergarten Kindergarten students Language and Literature Language Skills Learning Processes Linguistics Literacy Literacy Education Mothers Neurology Parent Background Phonemic Awareness Phonological Awareness Prediction Preschool children Preschool Education Psycholinguistics Reading Ability Reading Achievement Reading Skills Social Sciences Structural Equation Models Young Children |
| title | A structural model of the effects of preschool attention on kindergarten literacy |
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