Early Positive Predictors of Later Reading Comprehension for African American Students: A Preliminary Investigation

A longitudinal study examined the performance of 50 African American children (ages 4-6) from low- and middle- income homes on a reading comprehension test. Preliminary results indicate two measures predicted later reading comprehension for children from low income homes, use of complex syntax and s...

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Veröffentlicht in:	Language, speech & hearing services in schools speech & hearing services in schools, 2003-01, Vol.34 (1), p.31-43
Hauptverfasser:	Craig, Holly K, Connor, Carol M, Washington, Julie A
Format:	Artikel
Sprache:	eng
Schlagworte:	African American Children African American Students African Americans Black Students Children & youth Cognition & reasoning Elementary Education Family Literacy Grade 1 Identification Knowledge Language Language Acquisition Language Skills Learning Learning disabilities Literacy Longitudinal Studies Low Income Minority Group Children No Child Left Behind Act 2001-US Phonology Predictor Variables Preschool children Preschool Education Reading Achievement Reading Comprehension Reading Difficulties Reading Failure Reading Skills Shapes Socioeconomic Status Speaking Success Syntax Thinking Skills Visual Perception Vocabulary Skills
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Beschreibung
Zusammenfassung:	A longitudinal study examined the performance of 50 African American children (ages 4-6) from low- and middle- income homes on a reading comprehension test. Preliminary results indicate two measures predicted later reading comprehension for children from low income homes, use of complex syntax and shape matching. (Contains references.) (Author/CR)
ISSN:	0161-1461 1558-9129
DOI:	10.1044/0161-1461(2003/004)