Descriptive-Developmental Performance of At-Risk Preschoolers on Early Literacy Tasks

Autor/inn/en	Justice, Laura M.; Invernizzi, Marcia; Geller, Karly; Sullivan, Amie K.; Welsch, Jodi
Titel	Descriptive-Developmental Performance of At-Risk Preschoolers on Early Literacy Tasks
Quelle	In: Reading Psychology an international quarterly, 26 (2004) 1, S.1-25 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
Schlagwörter	Rhyme; Whites; Emergent Literacy; Effect Size + Suchen Sie Ihr Suchwort? Reim; White; Weißer; Frühleseunterricht
Abstract	A total of 2,161 4- to 5-year-old children were administered seven criterion-referenced early literacy tasks as part of statewide screening. Tasks included measures of alphabet knowledge, print knowledge, concept of word, name writing, rhyme awareness, beginning sound awareness, and verbal memory. Five-year-old children outperformed 4-year-old children on six out of seven early literacy tasks. African-American and Caucasian children performed similarly on the majority of early literacy measures. Both African-American and Caucasian children performed better than Hispanic children; effect size estimates showed this advantage consistent with medium to large effect sizes. Girls outperformed boys on all tasks except for rhyme, with effect size estimates in the small range. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10