Descriptive-developmental performance of at-risk preschoolers on early literacy tasks

Reading Psychology

Volumn 26, Issue 1, 2005, Pages 1-25

  Justice, Laura M ^a   Invernizzi, Marcia ^a   Geller, Karly ^a   Sullivan, Amie K ^a   Welsch, Jodi ^b  

^a UNIVERSITY OF VIRGINIA   (United States)

^b FROSTBURG STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 17044399669     PISSN: 02702711     EISSN: 15210685     Source Type: Journal    
DOI: 10.1080/02702710490897509     Document Type: Article

References (43)

1. Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
2. Badian, N. A. (1982). The prediction of good and poor reading before kindergarten entry: A 4-year follow-up. The Journal of Special Education, 16, 309-318.
3. Badian, N. A. (2000). Do preschool orthographic skills contribute to prediction of reading? In N. Badian (Ed.), Prediction and prevention of reading failure (pp. 31-56). Timonium, MD: York Press.
4. Bradley, L. L., & Bryant, P. E. (1983). Categorizing sounds and learning to read - A causal connection. Nature, 301, 419-421.
5. Bryant, P. E., Maclean, M., Bradley, L. L., & Crossland, J. (1990). Rhyme and alliteration, phoneme detection, and learning to read. Developmental Psychology, 26, 429-438.
6. Catts, H. W., Fey, M. E., Zhang, X., & Tomblin, J. B. (1999). Language bases of reading and reading disabilities: Evidence from a longitudinal investigation. Scientific Studies of Reading, 3, 331-362.
7. Chancy, C. (1992). Language development, metalinguistic skills, and print awareness in 3-year-old children. Applied Psycholinguistics, 13, 485-514.
8. Chancy, C. (1998). Preschool language and metalinguistic skills are links to reading success. Applied Psycholinguistics, 19, 433-446.
9. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
10. Craig, H. K., Connor, C. M., & Washington, J. A. (2003). Early positive predictors of later reading comprehension for African American students: A preliminary investigation. Language, Speech, and Hearing Services in Schools, 34, 31-43.
11. Dickinson, D. K., & Snow, C. E. (1987). Interrelationships among prereading and oral language skills in kindergarteners from two social classes. Early Childhood Research Quarterly, 2, 1-25.
12. Dickinson, D. K., & Tabors, P. O. (1991). Early literacy: Linkages between home, school and literacy achievement at age five. Journal of Research in Childhood Education, 6, 30-46.
13. Dodd, B., & Carr, A. (2003). Young children's letter-sound knowledge. Language, Speech, and Hearing Services in Schools, 34, 128-137.
14. Goodman, Y. M. (1986). Children coming to know literacy. In W. H. Teale & E. Sulzby (Eds.), Emergent literacy (pp. 1-14). Norwood, NJ: Ablex.
15. Hammill, D. D. (2004). What we know about correlates of reading. Exceptional Children, 70, 453-468.
16. Invernizzi, M., & Meier, J. D. (2001). Phonological awareness literacy screening: Grades 1-3. Charlottesville, VA: University of Virginia.
17. Invernizzi, M., Meier, J. D., Swank, L., & Juel, C. (2001). Phonological awareness literacy screening: Kindergarten. Charlottesville, VA: University of Virginia.
18. Invernizzi, M., Sullivan, A., & Meier, J. D. (2001). Phonological awareness literacy screening: Pre-Kindergarten. Charlottesville, VA: University of Virginia.
19. John-Steiner, V., & Panofsky, C. (1992). Narrative competence: Cross-cultural comparisons. Journal of Narrative and Life History, 2(3), 219-233.
20. Justice, L. M., & Ezell, H. K. (2001). Written language awareness in preschool children from low-income households: A descriptive analysis. Communication Disorders Quarterly, 22, 123-134.
21. Justice, L. M., Invernizzi, M. A., & Meier, J. D. (2002). Designing and implementing an early literacy screening protocol: Suggestions for the speech-language pathologist. Language, Speech, and Hearing Services in Schools, 33, 84-101.
22. Justice, L. M., & Kaderavek, J. (2004). Embedded-explicit emergent literacy intervention I: Background and description of approach. Language, Speech, and Hearing Services in Schools, 35, 201-211.
23. Kaderavek, J., & Sulzby, E. (1998). Parent-child joint book reading: An observational protocol for young children. American Journal of Speech-Language Pathology, 7, 33-47.
24. Lomax, R. G., & McGee, L. M. (1987). Young children's concepts about print and reading: Toward a model of word reading acquisition. Reading Research Quarterly, 22, 237-256.
25. Lonigan, C. J., Bloomfield, B. G., Anthony, J. L., Bacon, K. D., Phillips, B. M., & Samwel, C. S. (1999). Relations among emergent literacy skills, behavior problems, and social competence in preschool children from low- and middle-income backgrounds. Topics in Early Childhood Special Education, 19, 40-53.
26. Lonigan, C.J., Burgess, S. R., Anthony, J. S., & Barker, T. A. (1998). Development of phonological sensitivity in 2- to 5-year old children. Journal of Educational Psychology, 90, 294-311.
27. Mason, J. M. (1980). When do children begin to read: An exploration of four year old children's letter and word reading competencies. Reading Research Quarterly, 15, 203-227.
28. McCardle, P., Cooper, J. A., Houle, G. R., Karp, N., & Paul-Brown, D. (2001). Next steps in research and practice. Learning Disabilities Research & Practice, 16, 250-254.
29. McCardle, P., Scarborough, H. S., & Catts, H. W. (2001). Predicting, explaining, and preventing children's reading difficulties. Learning Disabilities Research & Practice, 16, 230-239.
30. Paul, R. (2002). Language disorders from infancy through adolescence (2nd ed.). St. Louis, MO: Mosby.
31. Raz, I. S., & Bryant, P. (1990). Social background, phonological awareness, and children's reading. British Journal of Developmental Psychology, 8, 209-225.
32. Rimm-Kaufman, S. E., & Pianta, R. C. (2000). An ecological perspective on the transition to kindergarten: A theoretical framework to guide empirical research. Journal of Applied Developmental Psychology, 21, 491-511.
33. Rush, K. L. (1999). Caregiver-child interactions and early literacy development of preschool children from low-income environments. Topics in Early Childhood Special Education, 19, 3-14.
34. Scarborough, H. S. (1990). Very early language deficits in dyslexic children. Child Development, 61, 1728-1743.
35. Scarborough, H. S. (1998). Early identification of children at risk for reading difficulties: Phonological awareness and some other promising predictors. In B. K. Shapiro, P. J. Accardo, & A. J. Capute (Eds.), Specific reading disability: A view of the spectrum (pp. 75-199). Timonium, MD: York Press.
36. Snow, C., Burns, M. S., & Griffin, P. (Eds.) (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
37. Snow, C. E., Tabors, P. O., Nicholson, P. A., & Kurland, B. F. (1995). SHELL: Oral language and early literacy skills in kindergarten and first-grade children. Journal of Research in Childhood Education, 10, 37-48.
38. Speece, D. L., Roth, F. P., Cooper, D. H., &: Pax, S. (1999). The relevance of oral language skills to early literacy: A multivariate analysis. Applied Psycholinguistics, 20, 167-190.
39. Stuart, M. (1995). Prediction and qualitative assessment of five- and six-year old children's reading: A longitudinal study. British journal of Educational Psychology, 65, 287-296.
40. van Kleeck, A. (1998). Preliteracy domains and stages: Laying the foundations for beginning reading. Journal of Children's Communication Development, 20, 33-51.
41. Vellutino, F. R., &: Scanlon, D. M. (1987). Phonological coding, phonological awareness, and reading ability: Evidence from a longitudinal and experimental study. Merrill-Palmer Quarterly, 33, 321-363.
42. Virginia Department of Education. (1995). Standards of learning for Virginia public schools. Richmond, VA: Commonwealth of Virginia Board of Education.
43. Virginia Preschool Initiative. (2003). Virginia Preschool Initiative for At-Risk Four-Year-Old Children Guidelines for Application. Richmond, VA: Author.