Cognitive and Environmental Predictors of Early Literacy Skills

Autor/inn/en	Davidse, Neeltje J.; de Jong , Maria T.; Bus, Adriana G.; Huijbregts, Stephan C. J.; Swaab, Hanna
Titel	Cognitive and Environmental Predictors of Early Literacy Skills
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 24 (2011) 4, S.395-412 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-010-9233-3
Schlagwörter	Reading Habits; Short Term Memory; Kindergarten; Emergent Literacy; Questionnaires; Vocabulary; Books; Preschool Children; Predictor Variables; Recreational Reading; Foreign Countries; Netherlands + Suchen Sie Ihr Suchwort? Reading habit; Lesegewohnheit; Kurzzeitgedächtnis; Frühleseunterricht; Fragebogen; Wortschatz; Book; Buch; Monographie; Monografie; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Prädiktor; Häusliche Lektüre; Ausland; Niederlande
Abstract	Not all young children benefit from book exposure in preschool age. It is claimed that the ability to hold information in mind ("short-term memory"), to ignore distraction ("inhibition"), and to focus attention and stay focused ("sustained attention") may have a moderating effect on children's reactions to the home literacy environment. In a group of 228 junior kindergarten children with a native Dutch background, with a mean age of 54.29 months (SD = 2.12 months), we explored therefore the relationship between book exposure, cognitive control and early literacy skills. Parents filled in a HLE questionnaire (book sharing frequency and an author recognition checklist as indicator of parental leisure reading habits), and children completed several tests in individual sessions with the researcher (a book-cover recognition test, PPVT, letter knowledge test, the subtests categories and patterns of the SON, and cognitive control measures namely digit span of the KABC, a peg tapping task and sustained attention of the ANT). Main findings were: (1) Children's storybook knowledge mediated the relationship between home literacy environment and literacy skills. (2) Both vocabulary and letter knowledge were predicted by book exposure. (3) Short-term memory predicted vocabulary over and above book exposure. (4) None of the cognitive control mechanisms moderated the beneficial effects of book exposure. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10