Details

Autor(en) / Beteiligte

• Valcárcel Jiménez, María
• Yumus, Melike
• Schiele, Tina
• Mues, Anna
• Niklas, Frank

Titel

Preschool emergent literacy skills as predictors of reading and spelling in Grade 2 and the role of migration background in Germany

Ist Teil von

• Journal of experimental child psychology, 2024-08, Vol.244, p.105927, Article 105927

Ort / Verlag

United States: Elsevier Inc

Erscheinungsjahr

2024

Quelle

MEDLINE

Beschreibungen/Notizen

• •Path models analyses simultaneously considering multiple emergent literacy skills.•Preschool vocabulary and letter knowledge predicted word reading at Grade 2.•Preschool letter knowledge and PA predicted spelling at Grade 2.•Migration background was associated with poorer PA and vocabulary.•Preschool vocabulary was important for children with migration background. Children’s emergent literacy skills are essential for the development of later literacy abilities and school success. However, children with migration background often show poorer language skills in the majority language and are at a greater risk of developing literacy deficits. In addition, there is evidence for the predictive role of emergent literacy skills in reading comprehension, but there has been relatively little research concerning the association between preschool emergent literacy skills and word reading and spelling in Germany, especially for children with migration background. This study examines the associations of emergent literacy skills (vocabulary, phonological awareness [PA], letter knowledge, and rapid naming) with word reading and spelling from kindergarten to the end of Grade 2 and evaluates the role of migration background (i.e., use of the majority or minority language at home) in these associations. Data from 187 preschool children were obtained before school entry (Mage = 63.58 months, SD = 4.45). The results show that vocabulary and letter knowledge were strong predictors of word reading, whereas letter knowledge and PA were significant predictors of spelling. Furthermore, children’s migration background was negatively associated with preschool vocabulary and PA. For children with migration background, vocabulary was a significant predictor of word reading, whereas letter knowledge was the best predictor of word reading for children without migration background. The results reflect the complexity of language development and the relevance of emergent literacy skills as predictors for word reading and spelling. Specific interventions should be developed to promote children’s literacy abilities.