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ERIC Number: EJ1092461
Record Type: Journal
Publication Date: 2016-Mar
Pages: 14
Abstractor: As Provided
ISSN: ISSN-1368-2822
School Readiness of Children with Language Impairment: Predicting Literacy Skills from Pre-Literacy and Social-Behavioural Dimensions
Pentimonti, Jill M.; Murphy, Kimberly A.; Justice, Laura M.; Logan, Jessica A. R.; Kaderavek, Joan N.
International Journal of Language & Communication Disorders, v51 n2 p148-161 Mar 2016
Background: School readiness generally captures the notion that children do best when they arrive at formal schooling with a certain threshold of skill that will help them thrive in the classroom's academic and social milieu. Aims: To examine the dimensionality of the construct of school readiness among children with language impairment (LI), as well as the extent to which these dimensions relate to children's end-of-kindergarten literacy skills. Methods & Procedures: Participants were 136 preschool-aged children with LI. Children were assessed on measures of pre-literacy, social, and behavioural skills in preschool and reading and spelling in kindergarten. Outcomes & Results: Confirmatory factor analyses indicated that school readiness for this sample of children with LI is best characterized as two dimensions: pre-literacy and socio-emotional. Of the two dimensions, pre-literacy readiness was predictive of children's future performance in reading and spelling. Conclusions & Implications: The results further our theoretical understanding of the dimensions of school readiness, as well as our knowledge of how these skills are related among children with LI. Identifying domain-specific readiness skills that are predictive of kindergarten success can help to identify means of early assessment and targets for speech-language intervention.
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Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A