Young Children's Narrative Skill: Concurrent and Predictive Associations with Emergent Literacy and Early Word Reading Skills

Autor/inn/en	Piasta, Shayne B.; Groom, Leiah J.; Khan, Kiren S.; Skibbe, Lori E.; Bowles, Ryan P.
Titel	Young Children's Narrative Skill: Concurrent and Predictive Associations with Emergent Literacy and Early Word Reading Skills
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 31 (2018) 7, S.1479-1498 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-018-9844-7
Schlagwörter	Preschool Children; Personal Narratives; Emergent Literacy; Reading Skills; Word Recognition; Decoding (Reading); Predictor Variables; Models; Reading Comprehension + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erlebniserzählung; Frühleseunterricht; Reading skill; Lesefertigkeit; Worterkennung; Dekodierung; Prädiktor; Analogiemodell; Leseverstehen
Abstract	Narrative skill is included in emergent literacy frameworks and believed to be important for children's early reading development. Yet, empirical evidence concerning associations with other emergent literacy skills and later word reading skills is limited. We comprehensively assessed the emergent literacy skills of 3- to 5.5-year old children (n = 243), along with their word identification and decoding skills 2 years later. Narrative skill was modestly associated with all measures of emergent literacy. Narrative skill predicted word reading skills in univariate models but not after accounting for other emergent literacy skills. Further analyses showed that associations between narrative and word reading skills were fully mediated by other emergent literacy skills. When considered in light of prior work indicating associations between narrative skill and reading comprehension, these indirect associations between narrative and early word reading suggest a second pathway by which narrative skill may support reading development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01