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ERIC Number: EJ1020794
Record Type: Journal
Publication Date: 2013
Pages: 22
Abstractor: As Provided
Reference Count: 22
ISBN: N/A
ISSN: ISSN-0300-4430
Relationship between Emergent Literacy and Early Social-Emotional Development in Preschool Children from Low-Income Backgrounds
Tan, Minghua; Dobbs-Oates, Jennifer
Early Child Development and Care, v183 n11 p1509-1530 2013
Sixty-one preschool children and their parents and teachers participated in a cross-sectional study of the social-emotional correlates of emergent literacy skills. The children's emergent literacy skills were assessed with the standard language and literacy tests: "Expressive Vocabulary Test, Peabody Picture Vocabulary Test" (third edition), and "Test of Early Reading Ability" (third edition). These tests measure oral language (expressive language and receptive language) and print awareness. The children's positive and negative behaviours were measured by the standard behaviour rating scales: the "Behavior Assessment System for Children" (second edition) and the "Devereux Early Childhood Assessment". These behaviours are grouped into four subcategories, namely, externalising behaviour, internalising behaviour, approaches to learning, and interpersonal skills. Results showed a wide range of significant associations between the components of emergent literacy and social-emotional development. Age and sex were found to moderate these significant correlations in different ways. Implications for educational practitioners and suggestions for future research are discussed.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Peabody Picture Vocabulary Test; Behavior Assessment System for Children