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ERIC Number: EJ1110479
Record Type: Journal
Publication Date: 2016-Sep
Pages: 26
Abstractor: As Provided
ISSN: ISSN-0922-4777
Socioeconomic Differences in Code-Focused Emergent Literacy Skills
Strang, Tara M.; Piasta, Shayne B.
Reading and Writing: An Interdisciplinary Journal, v29 n7 p1337-1362 Sep 2016
In the present study, we examined patterns of code-focused emergent literacy skill growth for children from lower and higher socioeconomic (SES) families enrolled at a high-quality early childhood center. Measures of letter name knowledge, letter sound knowledge, alliteration, and rhyming were collected at three time points over the course of the year. Additionally, standardized measures of print knowledge and phonological awareness were collected at the end of the year. Growth curve analyses indicated SES-related differences in initial status, but no differences in rate of growth. Initial status predicted end-of-year print knowledge. Both initial status and SES predicted end-of-year phonological awareness. These results suggest that gaps in code-focused emergent literacy skills exist earlier than previously documented with no evidence of compensatory or Matthew effects.
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A