The Importance of Early Vocabulary for Literacy Achievement in High-Poverty Schools

Autor/inn/en	Hemphill, Lowry; Tivnan, Terrence
Titel	The Importance of Early Vocabulary for Literacy Achievement in High-Poverty Schools
Quelle	In: Journal of Education for Students Placed at Risk, 13 (2008) 4, S.426-451 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
Schlagwörter	Urban Schools; Reading Comprehension; Emergent Literacy; Grade 1; Language Skills; Vocabulary Development; Reading Skills; Poverty; At Risk Students; Elementary School Students; Intervention; Predictor Variables; Grade 2; Grade 3; Phonemic Awareness; Low Income Groups; Massachusetts + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Leseverstehen; Frühleseunterricht; School year 01; 1. Schuljahr; Schuljahr 01; Language skill; Sprachkompetenz; Wortschatzarbeit; Reading skill; Lesefertigkeit; Armut; Prädiktor; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Master-Studiengang
Abstract	Although research documents a key contribution of print skills to early literacy, vocabulary and other language skills also provide an important foundation. Focusing on a sample of several hundred low-income children in 16 urban schools that were implementing literacy interventions, 1st-grade predictors of literacy development were traced over time. Beginning-of-1st-grade letter-word identification and word attack skills were the strongest predictors of reading comprehension at the end of 1st grade. However, vocabulary was the best predictor of reading comprehension at the end of 2nd and 3rd grades. The predictive power of early print-related and phonemic-awareness skills diminished over time, yet vocabulary scores remained an important predictor. Results support an early emphasis on developing meaning skills to prepare low-income children for success in literacy. (Contains 5 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10