Environmental risk factors and children's literacy skills during the transition to elementary school

• Type: Article in International Scientific Journal
• Date: 2010

Authors

Joana Cadima (Author) FPCEUP; McWilliam, RA (Author) Other; Teresa Leal (Author) Other

Journal

Title: International Journal of Behavioral Development

Vol. 34 No. 1

Pages: 24-33

ISSN: 0165-0254

Publisher: SAGE

Indexing

ISI Web of Knowledge - 30 Citations

ISI Web of Science

Scopus - 17 Citations

PsycInfo

Scientific classification

FOS: Social sciences > Psychology

Other information

Authenticus ID: P-003-BBC

DOI: 10.1177/0165025409345045

Abstract (EN): This study examined the effects of the accumulation of family risk factors on children's literacy skills, both in preschool and in first grade. Children's (N = 106) vocabulary, conventions of print, phonological awareness, knowledge of letters, reading decoding, and reading comprehension were assessed. Family risk factors, consisting of household composition, years of maternal education, job situation of the mother, and income level of the family, were combined to create a cumulative risk index. Canonical correlation and multiple regression analyses were performed. Results revealed the negative impact of cumulative risk index on both the preschool and first-grade literacy skills. In addition, the number of risk factors present in the family context negatively predicted the majority of the first-grade literacy skills, after taking preschool skills into account. The results provide further evidence of the negative impact of the accumulation of family risks on child literacy development and call attention to the importance of early experiences for later academic achievement.

Language: English

Type (Professor's evaluation): Scientific