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Competencies that underpin children's transition into early literacy

Citation

Hay, I and Fielding-Barnsley, R, Competencies that underpin children's transition into early literacy, Australian Journal of Language and Literacy, 32, (2) pp. 148-162. ISSN 1038-1562 (2009) [Refereed Article]

Copyright Statement

Copyright 2009 ALEA

Official URL: http://www.alea.edu.au/html/publications/16/austra...

Abstract

Understanding the competencies that underpin children's transition into early literacy is the main aim of this paper which explores four elements: (i) children's language development; (ii) their alphabetical knowledge as an indicator of initial reading; (iii) their in-class behaviour; and (iv) their socio-economic status (SES). Two studies are reported. The first is based on a cohort of end of preschool Queensland children from low SES communities (n=157) and their expressive and receptive language development and their level of in-class behaviour using the Rowe and Rowe Behavioural Rating Inventory (1997). The second study is a significant extension of the first, involving a cross section of SES school children starting Year 1 (n=457) and a more detailed measure of in-class behaviour using the SWAN Rating Scale for Attention (Swanson et al., 2005). The pattern of results demonstrated an inter-relationship between children's language levels, in-class behaviour, and initial reading development and the impact SES has on these factors. The implications for literacy practice and theory are discussed.

Item Details

Item Type:Refereed Article
Research Division:Education
Research Group:Curriculum and Pedagogy
Research Field:English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)
Objective Division:Education and Training
Objective Group:Teaching and Instruction
Objective Field:Pedagogy
Author:Hay, I (Professor Ian Hay)
ID Code:59480
Year Published:2009
Deposited By:Education
Deposited On:2009-12-02
Last Modified:2015-02-11
Downloads:2 View Download Statistics

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