Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Experiment Videos

Letter knowledge, phonological processing, and print knowledge: skill development in nonreading preschool children.

Victoria J Molfese1, Arlene A Modglin, Jennifer L Beswick

  • 1Center for Research in Early Childhood, College of Education and Human Development, University of Louisville, KY 40014, USA. tori@louisville.edu

Journal of Learning Disabilities
|August 10, 2006
PubMed
Summary

Related Concept Videos

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Policy and reimbursement strategies to improve patient access to prescription digital therapeutics.

NPJ digital medicine·2025
Same author

Prescription Digital Therapeutics: Assertions.

Health affairs (Project Hope)·2024
Same author

The Association of Quality of Life with Psychosocial Factors in Adolescents with Tourette Syndrome.

Child psychiatry and human development·2024
Same author

Sleep and Negative Affect Across Toddlerhood in the Context of Stress.

Affective science·2022
Same author

Heterotypic continuity of inhibitory control in early childhood: Evidence from four widely used measures.

Developmental psychology·2021
Same author

Sustained attention across toddlerhood: The roles of language and sleep.

Developmental psychology·2021

Many preschoolers showed minimal reading skill gains, with 30 children making no progress in letter identification. This highlights a need to understand variations in early literacy development for targeted classroom interventions.

Area of Science:

  • Early Childhood Education
  • Developmental Psychology
  • Educational Psychology

Background:

  • Reading skill development is crucial for academic success.
  • Children from low-income backgrounds may face unique challenges in early literacy acquisition.
  • Prekindergarten programs aim to support foundational skills for school readiness.

Purpose of the Study:

  • To examine the development of reading skills in 4-year-olds from low-income homes.
  • To compare gains in letter identification with other early literacy skills.
  • To identify factors influencing varied skill development in prekindergarten.

Main Methods:

  • Assessed fall-to-spring changes in letter identification.
  • Compared letter identification gains with phonological processing, rhyme detection, and environmental print skills.

Related Experiment Videos

  • Utilized the 'Get Ready to Read!' screening tool for performance evaluation.
  • Analyzed the influence of age and general cognitive skills on task performance.

    • Main Results:

    • A significant group of 30 children demonstrated little to no improvement in letter identification.
    • In contrast, 27 classmates showed average gains of 7 letters in identification.
    • Letter identification gains correlated positively with phonological processing, rhyme detection, environmental print, and 'Get Ready to Read!' scores.
    • Age and cognitive abilities impacted performance on specific literacy tasks.

    Conclusions:

    • Prekindergarten participants exhibited unexpected variations in letter identification development.
    • Early literacy skills and cognitive factors are associated with reading skill progression.
    • Further research into characteristics of children with diverse skill development is needed.
    • Insights can inform curriculum adjustments to better support targeted skill enhancement.