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ERIC Number: EJ918405
Record Type: Journal
Publication Date: 2011-Apr
Pages: 18
Abstractor: As Provided
Reference Count: 51
ISBN: N/A
ISSN: ISSN-0922-4777
Cognitive and Environmental Predictors of Early Literacy Skills
Davidse, Neeltje J.; de Jong , Maria T.; Bus, Adriana G.; Huijbregts, Stephan C. J.; Swaab, Hanna
Reading and Writing: An Interdisciplinary Journal, v24 n4 p395-412 Apr 2011
Not all young children benefit from book exposure in preschool age. It is claimed that the ability to hold information in mind ("short-term memory"), to ignore distraction ("inhibition"), and to focus attention and stay focused ("sustained attention") may have a moderating effect on children's reactions to the home literacy environment. In a group of 228 junior kindergarten children with a native Dutch background, with a mean age of 54.29 months (SD = 2.12 months), we explored therefore the relationship between book exposure, cognitive control and early literacy skills. Parents filled in a HLE questionnaire (book sharing frequency and an author recognition checklist as indicator of parental leisure reading habits), and children completed several tests in individual sessions with the researcher (a book-cover recognition test, PPVT, letter knowledge test, the subtests categories and patterns of the SON, and cognitive control measures namely digit span of the KABC, a peg tapping task and sustained attention of the ANT). Main findings were: (1) Children's storybook knowledge mediated the relationship between home literacy environment and literacy skills. (2) Both vocabulary and letter knowledge were predicted by book exposure. (3) Short-term memory predicted vocabulary over and above book exposure. (4) None of the cognitive control mechanisms moderated the beneficial effects of book exposure. (Contains 4 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands