ERIC Number: ED352616
Record Type: Non-Journal
Publication Date: 1992-Dec
Reference Count: N/A
Preschool Contributions to Early Language and Literacy Development.
Dickinson, David K.; Smith, Miriam W.
A study examined the effects of specific literacy-related activities in preschool on subsequent language and literacy-related knowledge. All of the subjects were eligible for Head Start or comparable programs, with half of the classrooms being Head Start classrooms. When the subjects were 3 years old, a total of 63 children were visited in 48 different rooms; when the children were 4 years old, 78 children were visited in 55 rooms. Spontaneous conversations were recorded, context notes were taken, tape recordings were coded, and each teacher was interviewed. Results indicated that: (1) there were significant relationships between preschool experiences and a range of emergent literacy skills at the end of kindergarten; (2) similar clusters of positive predictors emerged for each aspect of children's emerging literacy and language abilities across ability areas; (3) child-child interactions were related to subsequent literacy; (4) teacher-child interactions throughout the day were important; and (5) the structure of the day as well as teachers' attitudes had important indirect effects on children's emergent literacy. Findings suggest that cognitively challenging discourse helps children gain facility in understanding and constructing extended discourse, exposes children to a richer variety of vocabulary, and helps children directly reflect on and analyze language. (RS)
Descriptors: Beginning Reading, Classroom Research, Early Childhood Education, Elementary School Students, Emergent Literacy, Language Acquisition, Predictor Variables, Preschool Children, Preschool Education, Pretend Play, Reading Research, Teacher Attitudes, Teacher Role, Teacher Student Relationship, Vocabulary Development
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A