Oral Narrative Skills: Explaining the Language-Emergent Literacy Link by Race/Ethnicity and SES

Autor/inn/en	Gardner-Neblett, Nicole; Iruka, Iheoma U.
Titel	Oral Narrative Skills: Explaining the Language-Emergent Literacy Link by Race/Ethnicity and SES
Quelle	In: Developmental Psychology, 51 (2015) 7, S.889-904 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0039274
Schlagwörter	Race; Ethnicity; Socioeconomic Status; Correlation; Longitudinal Studies; Emergent Literacy; Poverty; Narration; Language Skills; Oral Language; Role; Preschool Children; Kindergarten; African American Students; Age Differences; Language Acquisition; Story Telling; Path Analysis; Statistical Analysis; White Students; Hispanic American Students; Early Childhood Longitudinal Survey; MacArthur Communicative Development Inventory; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Rasse; Abstammung; Ethnizität; Socio-economic status; Sozioökonomischer Status; Korrelation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Frühleseunterricht; Armut; Language skill; Sprachkompetenz; Oral interpretation; Mündlicher Sprachgebrauch; Rollen; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Age; Difference; Age difference; Altersunterschied; Sprachaneignung; Spracherwerb; Pfadanalyse; Statistische Analyse; Hispanic; Hispanic Americans; Hispanoamerikaner
Abstract	Although children's early language skills have been found to predict literacy outcomes, little is known about the role of preschool oral narrative skills in the pathway between language and emergent literacy or how these associations differ by race/ethnicity and socioeconomic status. The current study uses the Early Childhood Longitudinal Study to explore how language at age 2 is associated with narrative skills at age 4 and emergent literacy outcomes at age 5 for a nationally representative sample of children. Findings demonstrate that early language is associated with narrative skills for most children. Oral narrative skills were found to mediate the pathway between early language and kindergarten emergent literacy for poor and nonpoor African American children. Implications for children's literacy development and future research are discussed. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01