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dc.contributor.authorWesterveld, Marleen F
dc.contributor.authorGillon, Gail T
dc.contributor.authorvan Bysterveldt, Anne K
dc.contributor.authorBoyd, Lynda
dc.date.accessioned2019-02-21T03:42:27Z
dc.date.available2019-02-21T03:42:27Z
dc.date.issued2015
dc.identifier.issn0966-9760
dc.identifier.doi10.1080/09669760.2015.1033617
dc.identifier.urihttp://hdl.handle.net/10072/168295
dc.description.abstractThis study investigated the emergent literacy and language skills of four-year-old children in New Zealand during their kindergarten year prior to school-entry. A total of 92 four-year-old children from a range of socio-economic areas were seen individually at their local kindergarten and were assessed on code-related measures (letter name knowledge, initial phoneme awareness, emergent name writing) and meaning-related measures (story comprehension and retelling ability). Approximately, 60% of the parents completed a home literacy questionnaire. Regression analyses showed no effect for age on any of the code-related measures. In contrast, significant effects for age were found on story comprehension and retelling ability. There were no differences in performance based on gender with two exceptions: Girls performed better than boys on letter name knowledge and early name writing. Questionnaire results suggested literacy activities were valued in the home environment with most parents reporting reading to their child each night, and the majority of parents reported owning more than 60 children's books. Results from the current study suggest more explicit teaching may be necessary within the kindergarten curriculum to facilitate the code-related skills linked to successful word recognition ability and early spelling development.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherRoutledge
dc.publisher.placeUnited Kingdom
dc.relation.ispartofpagefrom339
dc.relation.ispartofpageto351
dc.relation.ispartofissue4
dc.relation.ispartofjournalInternational Journal of Early Years Education
dc.relation.ispartofvolume23
dc.subject.fieldofresearchEducation systems
dc.subject.fieldofresearchEarly childhood education
dc.subject.fieldofresearchCurriculum and pedagogy
dc.subject.fieldofresearchSpecialist studies in education
dc.subject.fieldofresearchcode3903
dc.subject.fieldofresearchcode390302
dc.subject.fieldofresearchcode3901
dc.subject.fieldofresearchcode3904
dc.titleThe emergent literacy skills of four-year-old children receiving free kindergarten early childhood education in New Zealand
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dc.description.versionAccepted Manuscript (AM)
gro.rights.copyright© 2015 Taylor & Francis (Routledge). This is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Early Years Education on 23 Apr 2015, available online: https://doi.org/10.1080/09669760.2015.1033617
gro.hasfulltextFull Text
gro.griffith.authorWesterveld, Marleen F.


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