Age and Schooling Effects on Emergent Literacy and Early Reading Skills

Journal of Educational Psychology

Volumn 91, Issue 4, 1999, Pages 604-614

  Crone, Deanne A ^b   Whitehurst, Grover J ^a  

^a STONY BROOK UNIVERSITY   (United States)

^b UNIVERSITY OF OREGON   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0033268580     PISSN: 00220663     EISSN: None     Source Type: Journal    
DOI: 10.1037/0022-0663.91.4.604     Document Type: Article

References (72)

1. Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
2. Ammons, R. B., & Ammons, C. H. (1962). The Quick Test. Psychological Test Specialists.
3. Baer, C. J. (1958). School progress and adjustment of underage and overage students. Journal of Educational Psychology, 49, 17-19.
4. Barkley, R. A. (1995). Taking charge of ADHD: The complete, authoritative guide for parents. New York: Guilford Press.
5. Bentin, S., Hammer, R., & Cahan, S. (1991). The effects of aging and first grade schooling on the development of phonological awareness. Psychological Science, 4, 271-274.
6. Bisanz, J., Morrison, F. J., & Dunn, M. (1995). Effects of age and schooling on the acquisition of elementary quantitative skills. Developmental Psychology, 31, 221-236.
7. Boettger, M. A. (1994). Does an extra year (junior first grade) enhance academic ability and self-concept on academic ability? (Publication No. ED376981). Michigan: U.S. Dept. of Education Office of Research and Improvement
8. Boyer, E. L. (1991). Ready to learn: A mandate for the nation. Princeton, NJ: The Carnegie Foundation for the Advancement of Teaching.
9. Bracey, G. W. (1989). Age and achievement. Phi Delta Kappan, 70, 732.
10. Breznitz, Z., & Teltsch, T. (1989). The effect of school entrance age on academic achievement and social-emotional adjustment of children: Follow-up study of fourth graders. Psychology in the Schools, 26, 62-68.
11. Brooks-Gunn, J., Duncan, G. J., Klebanov, P. K., & Sealand, N. (1993). Do neighborhoods influence child and adolescent development? American Journal of Sociology, 99, 353-395.
12. Burchinal, M. R., Ramey, S. C., Reid, M. K., & Jaccard, J. (1995). Early childcare experiences and their associations with family and child characteristics during middle childhood. Early Childhood Research Quarterly, 10, 33-61.
13. Butler, S. R., Marsh, H. W., Sheppard, M. J., & Sheppard, J. L. (1985). Seven-year longitudinal study of the early prediction of reading achievement. Journal of Educational Psychology, 77, 349-361.
14. Cahan, S., & Cohen, N. (1989). Age and schooling effects on intelligence development. Child Development, 60, 1239-1249.
15. Cahan, S., & Davis, D. (1987). A between-grade levels approach to the investigation of the absolute effects of schooling on achievement. American Educational Research Journal, 24, 1-12.
16. Case, R. (1975). Gearing the demands of instruction to the developmental capacities of the learner. Review of Educational Research, 45, 59-87.
17. Clay, M. M. (1979). Reading: The patterning of complex behavior. Auckland, New Zealand: Heineman.
18. Consortium for Longitudinal Studies. (1983). As the twig is bent: Lasting effects of preschool programs. Hillsdale, NJ: Erlbaum.
19. Crosser, S. L. (1991). Summer birth date children: Kindergarten entrance age and academic achievement. Journal of Educational Research, 84, 140-146.
20. CTB. (1990). Developing Skills Checklist. Monterey, CA: CTB/ McGraw-Hill.
21. Davis, B. G., Trimble, C. S., & Vincent, D. R. (1980). Does age of entrance affect school achievement? Elementary School Journal, 80, 133-143.
22. DiPasquale, G. W., Moule, A. D., & Flewelling, R. W. (1980). The birthdate effect. Journal of Learning Disabilities, 13, 4-8.
23. Donofrio, A. F. (1977). Grade repetition: Therapy of choice. Journal of Learning Disabilities, 10, 349-351.
24. Elkind, D. (1987). Miseducation. New York: Knopf.
25. Ferriera, F., & Morrison, F. J. (1994). Children's metalinguistic knowledge of syntactic constituents: Effects of age and schooling. Developmental Psychology, 30, 663-678.
26. Fischer, K. W. (1980). A theory of cognitive development: The control and construction of hierarchies on skills. Psychological Review, 87, 477-531.
27. Flavell, J. H. (1992). Cognitive development: Past, present, and future. Developmental Psychology, 28, 998-1005.
28. Garner, R. (1991). Children's use of strategies in reading. In D. F. Bjorklund (Ed.), Children's strategies: Contemporary views of cognitive development (pp. 245-268). Hillsdale, NJ: Erlbaum.
29. Gesell, A. (1925). Mental growth of the preschool child. New York: Macmillan.
30. Gesell, A. (1943). The infant and child in the culture of today. New York: Harper and Brothers.
31. Goals 2000: Educate America Act, 103 U.S.C., H.R. 1804. (1994). Retrieved June 10, 1997 from the World Wide Web: http://www. ncrel.org./sdrs/areas/issues/content/cntareas/math/maledgol.html
32. Gredler, G. R. (1984). Transition classes: A viable alternative for the at-risk child? Psychology in the Schools, 21, 463-470.
33. Hughes, M., Pinkerton, G., & Plewis, I. (1979). Children's difficulties in starting infant school. Journal of Child Psychology and Psychiatry, 20, 187-196.
34. Jastak, S., & Wilkinson, G. S. (1984). Wide Range Achievement Test - Revised. Wilmington, DE: Jastak.
35. Jones, M. M., & Mandeville, G. K. (1990). The effect of age at school entry on reading achievement scores among South Carolina students. Remedial and Special Education, 11, 56-62.
36. Langer, P., Kalk, J. M., & Searls, D. T. (1984). Age of admission and trends in achievement: A comparison of Blacks and Caucasians. American Educational Research Journal, 21, 61-78.
37. Leinhardt, G. (1980). Transition rooms: Promoting maturation or reducing education? Journal of Educational Psychology, 72, 55-61.
38. Lennenberg, E. H. (1967). Biological foundations of language. New York: Wiley.
39. Maddux, C. D. (1980). First-grade entry age in a sample of children labeled learning disabled. Learning Disability Quarterly, 3, 79-83.
40. Markman, E. M. (1977). Realizing that you don't understand: A preliminary investigation. Child Development, 48, 986-992.
41. Mason, J. A., & Allen, J. (1986). A review of emergent literacy with implications for research and practice in reading. Review of Research in Education, 13, 3-47.
42. Meisels, S. J. (1992). Doing harm by doing good: Iatrogenic effects of early childhood enrollment and promotion policies. Early Childhood Research Quarterly, 1, 155-174.
43. Miller, P. H. (1991). The development of strategies in selective attention. In D. F. Bjorklund (Ed.), Children's strategies: Contemporary views of cognitive development (pp. 157-184). Hillsdale, NJ: Erlbaum.
44. Morrison, F. J., Griffith, E. M., & Alberts, D. M. (1997). Nature-nurture in the classroom: Entrance age, school readiness, and learning in children. Developmental Psychology, 33, 254-262.
45. Morrison, F. J., Smith, L., & Dow-Ehrensberger, M. (1995). Education and cognitive development: A natural experiment. Developmental Psychology, 31, 789-799.
46. Morrow, L. M., O'Connor, E. M., & Smith, J. K. (1990). Effects of a story reading program on the literacy development of at-risk kindergarten children. Journal of Reading Behavior, 22, 255-275.
47. Payne, A. C., Whitehurst, G. J., & Angell, A. L. (1994). The role of home literacy environment in the development of language ability in preschool children from low-income families. Early Childhood Research Quarterly, 9, 427-440.
48. Perfetti, C. A. (1985). Reading ability. New York: Oxford University Press.
49. Phillips, D., & Stipek, D. (1993). Early formal schooling: Are we promoting achievement or anxiety? Applied and Preventive Psychology, 2, 141-150.
50. Psychological Corporation. (1989). The Stanford Achievement Test: Eighth edition. Orlando, FL: Harcourt Brace Jovanovich.
51. Rose, J. S., Medway, F. J., Cantrell, V. I., & Marus, S. H. (1983). A fresh look at the retention-promotion controversy. Journal of School Psychology, 21, 201-211.
52. Scarborough, H. (1989). Prediction of reading dysfunction from familial and individual differences. Journal of Educational Psychology, 81, 101-108.
53. Scarborough, H. S., Dobrich, W., & Hager, M. (1991). Preschool literacy experience and later reading achievement. Journal of Learning Disabilities, 24, 508-511.
54. Senechal, M., & Cornell, E. H. (1993). Vocabulary acquisition through shared reading experiences. Reading Research Quarterly, 28, 360-375.
55. Senechal, M., LeFevre, J., Hudson, E., & Lawson, E. P. (1996). Knowledge of storybooks as a predictor of young children's vocabulary. Journal of Educational Psychology, 88, 520-536.
56. Share, D. L., Jorm, A. F., Maclean, R., & Matthews, R. (1984). Sources of individual differences in reading acquisition. Journal of Educational Psychology, 76, 1309-1324.
57. Shepard, L. A., & Smith, M. L. (1985). Boulder Valley kindergarten study: Retention practices and retention effects. Boulder, CO: Boulder Valley Public Schools.
58. Shepard, L. A., & Smith, M. L. (1986). Synthesis of research on school readiness and kindergarten retention. Educational Leadership, 44, 78-86.
59. Siegler, R. S. (1991). Children's thinking. Englewood Cliffs, NJ: Prentice Hall.
60. Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 23, 360-407.
61. Stanovich, K. E., Cunningham, A. E., & Cramer, B. (1984). Assessing phonological awareness in kindergarten children: Issues of task comparability. Journal of Experimental Child Psychology, 38, 175-190.
62. Teale, W. H., & Sulzby, E. (1989). Emergent literacy: New perspectives. In D. S. Strickland & L. M. Morrow (Eds.), Emergent literacy: Young children learn to read and write (pp. 1-15). Newark, DE: International Reading Association.
63. Thelan, E., & Adolph, K. E. (1992). Arnold L. Gesell: The paradox of nature and nurture. Developmental Psychology, 28, 368-380.
64. Varnhagen, C. K., Morrison, F. J., & Everall, R. (1994). Age and schooling effects in story recall and story production. Developmental Psychology, 30, 969-979.
65. Wagner, R. K., Torgeson, J. K., & Rashotte, C. A. (1994). Development of reading-related phonological processing abilities: New evidence of bidirectional causality from a latent variable longitudinal study. Developmental Psychology, 30, 73-87.
66. Wagner, R. K., Torgeson, J. K., Rashotte, C. A., Hecht, S. A., Barker, T. A., Burgess, S. R., Donahue, J., & Garon, T. (1997). Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: A 5-year longitudinal study. Developmental Psychology, 33, 468-479.
67. Wang, L., & Johnstone, W. (1997, March). Evaluation of pre-first grade. Paper presented at the annual meeting of the American Educational Research Association, Chicago.
68. Weinstein, L. (1968-1969). School entrance age and adjustment. Journal of School Psychology, 7, 20-28.
69. Whitehurst, G. J. (1992). The Stony Brook Family Reading Survey. Stony Brook, NY: Author.
70. Whitehurst, G. J. (1996, April). A structural equation model of the role of home literacy environment in the development of emergent literacy skills in children from low-income backgrounds. Paper presented at the American Educational Research Association Convention, New York.
71. Whitehurst, G. J., Epstein, J. N., Angell, A. L., Payne, A. C., Crone, D., & Fischel, J. E. (1994). Outcomes of an emergent literacy intervention in Head Start. Journal of Educational Psychology, 86, 542-555.
72. Whitehurst, G. J., & Lonigan, C. J. (1998). Child development and emergent literacy. Child Development, 69, 848-872.