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Competencies that underpin children's transition into early literacy
Understanding the competencies that underpin children's transition into early literacy is the main aim of this paper which explores four elements: (i) children's language development; (ii) their alphabetical knowledge as an indicator of initial reading; (iii) their in-class behaviour; and (iv) their socio-economic status (SES). Two studies are reported. The first is based on a cohort of end of preschool Queensland children from low SES communities (n=157) and their expressive and receptive language development and their level of in-class behaviour using the Rowe and Rowe Behavioural Rating Inventory (1997). The second study is a significant extension of the first, involving a cross section of SES school children starting Year 1 (n=457) and a more detailed measure of in-class behaviour using the SWAN Rating Scale for Attention (Swanson et al., 2005). The pattern of results demonstrated an inter-relationship between children's language levels, in-class behaviour, and initial reading development and the impact SES has on these factors. The implications for literacy practice and theory are discussed.
History
Publication title
Australian Journal of Language and LiteracyVolume
32Pagination
148-162ISSN
1038-1562Department/School
Faculty of EducationPublisher
Australian Literacy Educators' AssociationPlace of publication
AustraliaRights statement
© Copyright 2009 ALEARepository Status
- Restricted