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  • Predicting Patterns of Early Literacy Achievement: A Longitudinal Study of Transition from Home To School

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    Young_2004_01Thesis.pdf (2.236Mb)
    Author(s)
    Young, Janelle Patricia
    Primary Supervisor
    Freebody, Peter
    Bartlett, Brendan
    Year published
    2004
    Metadata
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    Abstract
    This is a longitudinal study of patterns of children's early literacy development with a view to predicting literacy achievement after one year of schooling. The study fits within an emergent/social constructivist theoretical framework that acknowledges a child as an active learner who constructs meaning from signs and symbols in the company of other more experienced language users. Commencing in the final month of preschool, the literacy achievement of 114 young Australian students was mapped throughout Year 1. Data were gathered from measures of literacy achievement with the students, surveys with parents and surveys and ...
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    This is a longitudinal study of patterns of children's early literacy development with a view to predicting literacy achievement after one year of schooling. The study fits within an emergent/social constructivist theoretical framework that acknowledges a child as an active learner who constructs meaning from signs and symbols in the company of other more experienced language users. Commencing in the final month of preschool, the literacy achievement of 114 young Australian students was mapped throughout Year 1. Data were gathered from measures of literacy achievement with the students, surveys with parents and surveys and checklists with teachers. Cross-time comparisons were possible as data were gathered three times from the students and teachers and twice from parents. Parents' perceptions of their children's personal characteristics, ongoing literacy development and family home literacy practices were examined in relation to children's measures of literacy achievement. Their perceptions were found to be accurate. Parents supported children's literacy growth at home in both the prior-to-school period and throughout Year 1. Teachers reflected on children's characteristics as members of their classes and on their knowledge of children's preparation for literacy. Generally, their predictions of literacy success were based on unsustainable connections with children's ability to concentrate, follow directions and stay on task. Children demonstrated a broad range of understandings about literacy in the prior-to-school period and teachers failed to acknowledge the extent of these. Children's prior-to-school understandings relating to the alphabet, environmental print, concepts about print and phonological awareness all predicted later literacy achievements. Alphabetic knowledge and environment print were found to be the strongest predictors. Results showed few significant school, age, home or gender effects. However, children's prior-to-school understandings of literacy were shown to predict later literacy achievement. Those with the greater level of knowledge prior-to-school generally maintained that advantage when later literacy achievements were measured.
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    Thesis Type
    Thesis (PhD Doctorate)
    Degree Program
    Doctor of Philosophy (PhD)
    School
    School of Cognition, Language and Special Education
    DOI
    https://doi.org/10.25904/1912/1354
    Copyright Statement
    The author owns the copyright in this thesis, unless stated otherwise.
    Item Access Status
    Public
    Subject
    Cognitive development in children
    transition from home to school
    early childhood education
    literacy development
    Publication URI
    http://hdl.handle.net/10072/367304
    Collection
    • Theses - Higher Degree by Research

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