We found a match
Your institution may have access to this item. Find your institution then sign in to continue.
- Title
Early childhood language gains, kindergarten readiness, and Grade 3 reading achievement.
- Authors
Logan, Jessica A. R.; Piasta, Shayne B.; Purtell, Kelly M.; Nichols, Robert; Schachter, Rachel E.
- Abstract
In this preregistered study, we used latent change score models to address two research aims: (1) whether preschool‐aged children's language gains, over a year of early childhood education, were associated with later performance on state‐mandated, literacy‐focused kindergarten readiness and Grade 3 reading achievement assessments, and (2) whether gains in language, a more complex skill, predicted these outcomes after controlling for more basic emergent literacy skills. There were 724 participating children (mean = 57 months; 51% male; 76% White, 12% Black, 6% multiple races, and 5% Hispanic or Latino). We found that language gains significantly predicted kindergarten readiness when estimated in isolation (effect = 0.24 SDs, p <.001), but not when gains in letter knowledge and phonological awareness were also included.
- Subjects
PRESCHOOL children; CHILDREN'S language; EMERGENT literacy; LEARNING readiness; KINDERGARTEN; READING level of students; EARLY childhood education
- Publication
Child Development, 2024, Vol 95, Issue 2, p609
- ISSN
0009-3920
- Publication type
Article
- DOI
10.1111/cdev.14019