ERIC Number: EJ697883
Record Type: Journal
Publication Date: 2005
Pages: 19
Abstractor: Author
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ISSN: ISSN-0885-2006
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Contextual and Non-Contextual Knowledge in Emergent Literacy Development: A Comparison between Children from Low Ses and Middle Ses Communities
Korat, O.
Early Childhood Research Quarterly, v20 n2 p220-238 2005
This research had three aims: first, to examine the relationship between two components of emergent literacy: contextual (environmental print, print functions, identifying literacy activities) and non-contextual knowledge (e.g., letters' names, phonemic awareness, concept of print, etc.); second, to explore the relationship between children's knowledge of each of the two components and their socio-economic status (SES) level in the community; and third, to study if and how these two components predict children's word recognition and emergent writing. The sample included 70 kindergarteners from two communities: 34 from a low SES community and 36 from a middle SES community. Results confirmed the existence of the two proposed distinct components of emergent literacy knowledge-the contextual and non-contextual. Compared with their higher SES peers, low SES children had poorer contextual and non-contextual knowledge. Finally, word recognition and emergent writing were predicted by non-contextual components: phonemic awareness, letters' names, and concept of print knowledge, and not by contextual knowledge, age, or SES group. Implications for future research and educational practice are discussed.
Descriptors: Phonemic Awareness, Phonemics, Educational Practices, Word Recognition, Emergent Literacy
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Publication Type: Journal Articles
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