Child Care and Early Education Research Connections

Skip to main content

School readiness of children with language impairment: Predicting literacy skills from pre-literacy and social-behavioural dimensions

Share
Description:
Background: School readiness generally captures the notion that children do best when they arrive at formal schooling with a certain threshold of skill that will help them thrive in the classroom's academic and social milieu. Aims: To examine the dimensionality of the construct of school readiness among children with language impairment (LI), as well as the extent to which these dimensions relate to children's end-of-kindergarten literacy skills. Methods & Procedures: Participants were 136 preschool-aged children with LI. Children were assessed on measures of pre-literacy, social, and behavioural skills in preschool and reading and spelling in kindergarten. Outcomes & Results: Confirmatory factor analyses indicated that school readiness for this sample of children with LI is best characterized as two dimensions: pre-literacy and socio-emotional. Of the two dimensions, pre-literacy readiness was predictive of children's future performance in reading and spelling. Conclusions & Implications: The results further our theoretical understanding of the dimensions of school readiness, as well as our knowledge of how these skills are related among children with LI. Identifying domain-specific readiness skills that are predictive of kindergarten success can help to identify means of early assessment and targets for speech-language intervention. (author abstract)
Resource Type:
Reports & Papers
Country:
United States

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

- You May Also Like

These resources share similarities with the current selection. They are found by comparing the topic, author, and resource type of the currently selected resource to the rest of the library’s publications.

Long-term Head Start impacts on cognitive outcomes for children with disabilities

Reports & Papersview

Effects of classroom practices and funding streams on early childhood learning outcomes

Reports & Papersview

Impact of the Tennessee Voluntary Prekindergarten Program on children’s literacy, language, and mathematics skills: Results from a regression-discontinuity design

Reports & Papersview
Release: 'v1.13.0' | Built: 2022-08-08 12:44:31 EDT