ERIC Number: ED341452
Record Type: RIE
Publication Date: 1991-Apr-20
Predicting Specific Kindergarten Literacy Skills from Three-Year Olds' Preschool Experiences.
Dickinson, David K.; Moreton, Joy
A study examined the association between specific features of the preschool language context and the development of children's literacy-related language skills. Teachers were interviewed about the frequency with which they read to student groups during the school day; their preferences about literature; and the nature of their curriculum. Teachers were also observed in the class, and spontaneous talk by target children was recorded. From the observations, five hypotheses were formed: (1) the amount of time spent in different preschool activities would relate to performance on kindergarten measures of language and literacy development; (2) the amount of time spent in extended talk with adults would correlate positively with children's language and literacy development; (3) the content of children's talk would relate to language and literacy outcome measures; (4) teachers' pedagogical attitudes would help predict children's language and literacy development; and (5) variables such as financial status, availability of a network of family and friends, and access to child care would be related to literacy outcomes. Findings revealed that multiple sources nurtured literacy; both homes and preschools made important contributions to literacy development; and skills such as those involved in language analysis, vocabulary development, and print knowledge develop in tandem to lead to literacy. (SAK)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Sponsor: Spencer Foundation, Chicago, IL.; Ford Foundation, New York, NY.
Authoring Institution: N/A
Note: Paper presented at the Biennial Meeting of the Society for Research in Child Development (Seattle, WA, April 18-20, 1991).