NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: EJ1043200
Record Type: Journal
Publication Date: 2014-Nov
Pages: 12
Abstractor: As Provided
Reference Count: 46
ISBN: N/A
ISSN: ISSN-0022-2194
It Depends: Conditional Correlation between Frequency of Storybook Reading and Emergent Literacy Skills in Children with Language Impairments
Petrill, Stephen A.; Logan, Jessica A. R.; Sawyer, Brook E.; Justice, Laura M.
Journal of Learning Disabilities, v47 n6 p491-502 Nov-Dec 2014
The current study examined the association between frequency of storybook reading and emergent literacy in 212 children at risk for language impairment, assessed during the fall semester of kindergarten. Measures included parent-reported storybook reading, as well as direct assessments of print knowledge, letter awareness, and expressive vocabulary. Results suggested nonsignificant to moderate (r = 0.11 to 0.25) correlations between frequency of storybook reading and child emergent literacy across the entire range of environment and ability. Quantile regression results suggested that the association was highest at low frequency of storybook reading, particularly for print knowledge, approaching r = 0.50. Moreover, the association between frequency of storybook reading and emergent literacy was highest at higher levels of emergent literacy for print knowledge, but particularly for letter naming, approaching r = 0.80. These results suggest that in children with language difficulties, the relationship between aspects of the home environment and emergent literacy is conditional on the quality of the home environment as well as the child's proficiency in emergent literacy skills.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: National Center for Special Education Research (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Kaufman Brief Intelligence Test
IES Funded: Yes
Grant or Contract Numbers: R324A080037