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ERIC Number: EJ921469
Record Type: Journal
Publication Date: 2011
Pages: 9
Abstractor: As Provided
Reference Count: 21
ISBN: N/A
ISSN: ISSN-0279-6015
Prereading Deficits in Children in Foster Care
Pears, Katherine C.; Heywood, Cynthia V.; Kim, Hyoun K.; Fisher, Philip A.
School Psychology Review, v40 n1 p140-148 2011
Reading skills are core competencies in children's readiness to learn and may be particularly important for children in foster care, who are at risk for academic difficulties and higher rates of special education placement. In this study, prereading skills (phonological awareness, alphabetic knowledge, and oral language ability) and kindergarten performance of 63 children in foster care were examined just before and during the fall of kindergarten. The children exhibited prereading deficits with average prereading scores that fell at the 30th to 40th percentile. Variations in prereading skills (particularly phonological awareness) predicted kindergarten teacher ratings of early literacy skills in a multivariate path analysis. These findings highlight the need for interventions focused on prereading skills for children in foster care. (Contains 1 table and 1 figure.)
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Wechsler Preschool and Primary Scale of Intelligence