The literacy environment of preschool classrooms: contributions to children's emergent literacy growth

This study examined the relations among features of the classroom physical literacy environment (book materials, literacy area and writing materials) and psychological literacy environment (instructional support), and preschool children's gains in two areas of emergent literacy over an academic year. Results showed that features of the physical literacy environment had little direct association with children's gains in emergent literacy, with the exception of quality of literacy area being a positive and significant predictor of children's gains in alphabet knowledge (but not name‐writing ability). Rather, the physical and psychological literacy environment seem to be interdependent, particularly with respect to provision of writing materials. Specifically, presence of writing materials is positively and significantly associated with children's growth in alphabet knowledge and name‐writing ability only within the context of high‐quality, instructionally supportive classrooms. Educational implications are discussed.     

Effective behavior management in preschool classrooms and children's task orientation: Enhancing emergent literacy and language development

This study investigated the relations among preschool teachers’ behavior management, children's task orientation, and children's emergent literacy and language development, as well as the extent to which task orientation moderated the relation between teachers’ behavior management and children's emergent literacy and language development. Participants included 398 children and 67 preschool teachers from preschool programs serving an at-risk population. Teachers’ behavior management was observationally assessed and children's task orientation was measured via teacher-report. Children's language and emergent literacy skills were directly assessed in the fall and in the spring of the preschool year. Hierarchical linear models were used to predict children's residualized gain in emergent literacy and language (i.e., Spring scores with Fall scores as covariates) from their task orientation and their teachers’ behavior management. Task orientation and behavior management each positively predicted children's emergent literacy development, but not language development. There was a significant interaction between teachers’ behavior management and children's task orientation in predicting children's language development, such that high scores on both variables were associated with the most optimal language outcomes. Implications for research and early education are discussed.     

Phonological processing and emergent literacy in Spanish-speaking preschool children

Phonological awareness (PA), phonological memory (PM), and phonological access to lexical storage (also known as RAN), play important roles in acquiring literacy. We examined the convergent, discriminant, and predictive validity of these phonological processing abilities (PPAs) in 147 3-, 4-, and 5-year-old children whose native language was Spanish. Confirmatory factor analysis (CFA) supported the validity of each PPA as separate from general cognitive ability and separate from each other. Moreover, structural equation modeling found RAN uniquely associated with knowledge of Spanish letter names and Spanish letter sounds. PA was found the best predictor of children’s ability to distinguish alphabetic text from nonalphabetic text. Finally, general cognitive ability was only indirectly associated with emergent literacy skills via PPAs. These results highlight the importance of PPAs in the early literacy development of native Spanish speaking preschool children.     

Phonological processing and emergent literacy in younger and older preschool children

Phonological awareness, phonological memory, and phonological access to lexical storage play important roles in acquiring literacy. We examined the convergent, discriminant, and predictive validity of these phonological processing abilities (PPA) in 389 3-, 4-, and 5-year-old children. Confirmatory factor analysis supported the validity of each PPA as separate from general cognitive ability and separate from each other. Multigroup structural equation modeling (SEM) with mean structure demonstrated that older preschoolers have better developed latent PPA than younger preschoolers but that the structure of PPA is equivalent. RAN was found uniquely associated with letter knowledge and text discrimination in younger preschoolers, and PA was found uniquely associated with word reading skills in older preschoolers. Finally, general cognitive ability was only indirectly associated with emergent literacy via PPA. These results highlight the importance of PPA in the early literacy development of English-speaking preschool children.     

An evaluation of two emergent literacy screening tools for preschool children

Children’s reading success in early elementary school can be predicted from their emergent literacy skills. Consequently, there has been an increased focus on early childhood education as a means of identifying children at risk for later reading difficulty. Because diagnostic measures are impractical for this use, emergent literacy screening tools have been developed. In this study, 176 preschool children ranging in age from 42 to 55 months were administered the Revised Get Ready to Read! (GRTR-R), the Individual Growth and Development Indicators (IGDIs), and a diagnostic measure at two time points. Results indicated that GRTR-R either matched or outperformed IGDIs in terms of test–retest reliability and concurrent validity.     

Using coaching to increase preschool teachers’ use of emergent literacy teaching strategies

This single-subject study assessed the effects of in-classroom coaching on early childhood teachers’ use of emergent literacy teaching strategies. Teaching strategies were grouped into clusters related to oral language and comprehension of text, phonological awareness and alphabetic principle, and print concepts and written language, with coaching being applied to each cluster separately. The coaching process included two primary components: a brief initial meeting to introduce teaching strategies in the cluster, and semi-weekly observation with follow-up discussion using data collected during the observation. A third, booster component was added when the teacher did not achieve a pre-established criterion. Participants were five early childhood teachers, three in child care programs and two in public school pre-kindergarten programs. The intervention phase lasted approximately 6 weeks for each teacher. Results indicated that this approach to coaching was effective for increasing the number of teaching strategies that teachers used in each cluster. Individual differences among teachers are discussed, and implications for future research and practice are explored.     

Profiles of emergent literacy skills among preschool children who are at risk for academic difficulties

The purpose of this study was to explore patterns of within-group variability in the emergent literacy skills of preschoolers who are at risk for academic difficulties. We used the person-centered approach of cluster analysis to identify profiles of emergent literacy skills, taking into account both oral language and code-related skills. Participants were 492 preschoolers (aged 42-60 months) enrolled in needs-based programs. In the fall of the academic year, children were administered eight measures of emergent literacy: four oral language measures (i.e., expressive and receptive grammar, expressive and receptive vocabulary) and four code-related measures (i.e., print concepts, alphabet knowledge, name writing, and rhyme). Controlling for age, hierarchical-agglomerative and K-means cluster analysis procedures were employed. Five psychometrically sound profiles emerged: highest emergent literacy (prevalence = 14%); three profiles with average oral language and differential code-related abilities (16%, 24%; 23%); and lowest oral language with broad code-related weaknesses (23%). Profiles were then compared on midyear teacher ratings of emergent literacy as well as end-of-kindergarten literacy performance; results provided convergent evidence of predictive validity. This study highlights the considerable heterogeneity of emergent literacy abilities within an “at-risk” group. The resulting profiles have theoretical and practical relevance when examining both concurrent relationships between oral language and code-related skills as well as longitudinal relationships between early patterns of performance and later reading achievement.     

Name-writing proficiency, not length of name, is associated with preschool children's emergent literacy skills

The goals of this study were twofold: first, to examine whether preschool children's name-writing proficiency differentiated them on other emergent reading and writing tasks, and second, to examine the effect of name length on preschool children's emergent literacy skills including alphabet knowledge and spelling. In study 1, a range of emergent literacy tasks was administered to 296 preschool children aged 4-5 years. The more advanced name writers outperformed the less advanced name writers on all emergent literacy measures. Furthermore, children with longer names did not show superior performance compared to children with shorter names. In study 2, four measures of alphabet knowledge and spelling were administered to 104 preschool children. Once again, the more advanced name writers outperformed the less advanced name writers on the alphabet knowledge and spelling measures. Results indicated that having longer names did not translate into an advantage on the alphabet knowledge and spelling tasks. Name writing proficiency, not length of name appears to be associated with preschool children's developing emergent literacy skills. Name writing reflects knowledge of some letters rather than a broader knowledge of letters that may be needed to support early spelling.     

The developmental influence of sex composition in preschool classrooms: Boys fare worse in preschool classrooms with more boys

A multilevel modeling approach was employed to investigate the relation between sex composition and developmental change in 70 urban preschool classrooms. The research represents a unique contribution as (1) few studies have examined the influence of sex composition during the preschool years, (2) it represents the first research to use a continuous (i.e., sex ratio) as opposed to binary (i.e., mixed- versus single-sex) indicator for classroom sex composition, and (3) the sample represents an important and often neglected group (i.e., low-income children from urban schools). A series of HLM models were run, addressing the nested nature of the data (children within classrooms), and relating classroom sex composition to developmental change using the cognitive, motor, and social subscales from the Child Observation Record (COR). Overall, there were no main effects at the classroom-level for sex composition. However, a cross-level interaction indicated that, while girls’ development was not influenced by classroom sex composition, boys in classrooms with proportionally more boys fared significantly worse in terms of development as assessed by combined score on the COR. More specifically, this interaction was significant when predicting the COR cognitive subscale, but nonsignificant when predicting the COR social and motor subscales. This was true when controlling for the number of students at the classroom-level, as well as child's age and baseline ability (i.e., Time 1 COR) at the child-level. Implications for early childhood education policy are discussed.     

Socioeconomic differences in code-focused emergent literacy skills

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.     

Barriers to teachers using digital texts in literacy classrooms

In many accounts of school literacy teaching and learning, there are claims that young people's familiarity with digital texts (ICTs) could provide teachers with opportunities to plan exciting and innovative activities. It would seem, however, that despite intensive research and exemplary practices over the last 20 years, the infiltration of ICTs into literacy classrooms is not widespread. This paper reports on one study where teachers discussed, argued and thought about their uses of digital texts in their classrooms. It provides some insight into the reasons why literacy teachers do not engage with digital texts as part of their everyday literacy activities. It also shows teachers using institutional and societal discourses about the value of students' home experiences to their schooling, the production of digital texts for presentation of print‐based work and the importance of technical knowledge about computers and new technologies, to describe and in part to overcome the barriers to using new technologies in their literacy classrooms.     

A cautionary tale: digital resources in literacy classrooms

ABSTRACT

Supportive digital resources are key to supporting educators’ pedagogic practices in teaching children to be literate. But locating suitable resources can be confusing, with as claims about products being educational, aligned with curriculum outcomes, and even as ‘silver bullets’. In Australia, a lack of specificity in national and state curriculum guidelines about resource selection creates inconsistencies within and across schools. We investigate how teacher-selected digital resources are used in early childhood classrooms to support literacy learning. Drawing on three independent Australian classroom-based studies, we share three examples of children engaging with digital resources. Together, they show that not all digital resources promote active and engaged literacy learning in meaningful and socially interactive contexts. We propose principles for selecting digital resources to promote playful, scaffolded, and exploratory literacy learning.     

Relations of emergent literacy skill development with conventional literacy skill development in Korean

The present study investigated relative contributions of initial status and growth rates of emergent literacy skills (i.e., phonological awareness, letter-name knowledge, vocabulary, and rapid serial naming) to initial status and growth rates of conventional literacy skills (i.e., word reading, pseudoword reading, and spelling) for young Korean children. A total of 215 four-year-old children were followed for approximately 15 months. Results showed (1) consistent effects of letter-name knowledge, phonological awareness, and rapid serial naming on conventional literacy skills, and (2) the importance of children’s initial level in the emergent literacy skills for achieving conventional literacy skills. These results are discussed in light of characteristics of the Korean language and writing system.     

Teachers enacting a technology-rich curriculum for emergent literacy

PictoPal is the name of a technology-rich curriculum with a focus on emergent literacy of Dutch kindergarteners. A case study design was used to examine teacher technology integration within PictoPal along with their perceptions about teaching/learning, technology and technology-based innovations. Observations were undertaken on pupils’ engagement and teachers’ technology integration within PictoPal. Interviews were used to examine teachers’ perceptions. Pupils’ emergent literacy learning was examined in a nonequivalent control quasi experimental design. Four kindergarten teachers and four classes (N = 95 pupils) participated in the use of PictoPal. The findings suggest that a high extent of technology integration is related to: a developmental approach to teaching/learning; positive attitudes and expectations towards technology-based innovations; and positive perceptions of support in stressful work conditions. Significant learning gains were found for the experimental group using PictoPal. High pupil learning gains were not related to a high extent of technology integration. Senior kindergarteners engaged to a higher extent with PictoPal than junior kindergarteners.     

Differential recognition of children's cultural practices in middle primary literacy classrooms

This paper argues that teachers' recognition of children's cultural practices is an important positive step in helping socio‐economically disadvantaged children engage with school literacies. Based on 21 longitudinal case studies of children's literacy development over a 3‐year period, the authors demonstrate that when children's knowledges and practices assembled in home and community spheres are treated as valuable material for school learning, children are more likely to invest in the work of acquiring school literacies. However, they also show that while some children benefit greatly from being allowed to draw on their knowledge of popular culture, sports and the outdoors, other children's interests may be ignored or excluded. Some differences in teachers' valuing of home and community cultures appeared to relate to gender dimensions.     

Making the invisible visible: disciplinary literacy in secondary school classrooms

In Ireland, policy on literacy now aims to expand the role that post-primary teachers of all subjects have in developing students' literacy skills. This paper draws on data from a wider research study carried out in secondary schools in 2010 and focuses on the classroom support with disciplinary literacy provided by subject teachers for students who have literacy difficulties. A brief outline is provided of the context and perspectives informing the study as well as the research methods used. Findings are examined against the backdrop of policy developments for literacy at second level and within the context of wider policy change. Teachers' lack of professional knowledge, combined with barriers at wider system level, is identified as a significant challenge to pedagogical change at classroom level. Implications for policy implementation, for initial teacher education and for cultural change at school level are discussed. It is argued that literacy must be repositioned as a central aspect of subject pedagogy and teachers, as subject experts, supported in unpacking and sharing with students, the discourse practices and ways of viewing and communicating about the world that are characteristic of their academic disciplines.