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dc.contributor.advisorFreebody, Peter
dc.contributor.advisorBartlett, Brendan
dc.contributor.authorYoung, Janelle Patricia
dc.date.accessioned2018-01-23T02:52:12Z
dc.date.available2018-01-23T02:52:12Z
dc.date.issued2004
dc.identifier.doi10.25904/1912/1354
dc.identifier.urihttp://hdl.handle.net/10072/367304
dc.description.abstractThis 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.
dc.languageEnglish
dc.publisherGriffith University
dc.publisher.placeBrisbane
dc.rights.copyrightThe author owns the copyright in this thesis, unless stated otherwise.
dc.subject.keywordsCognitive development in children
dc.subject.keywordstransition from home to school
dc.subject.keywordsearly childhood education
dc.subject.keywordsliteracy development
dc.titlePredicting Patterns of Early Literacy Achievement: A Longitudinal Study of Transition from Home To School
dc.typeGriffith thesis
gro.rights.copyrightThe author owns the copyright in this thesis, unless stated otherwise.
gro.hasfulltextFull Text
dc.rights.accessRightsPublic
gro.identifier.gurtIDgu1316994515882
gro.identifier.ADTnumberadt-QGU20061025.140003
gro.source.ADTshelfnoADT0
gro.source.GURTshelfnoGURT
gro.thesis.degreelevelThesis (PhD Doctorate)
gro.thesis.degreeprogramDoctor of Philosophy (PhD)
gro.departmentSchool of Cognition, Language and Special Education
gro.griffith.authorYoung, Janelle Patricia


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