8 research outputs found
Recommended from our members
Contribution of family risk, emergent literacy and environmental protective factors in children’s reading difficulties at the end of second-grade
It is well established that emergent literacy is a strong predictor of later reading difficulties, and that the home literacy environment plays an important role in the development of children’s preschool emergent literacy and oral language. Furthermore, reading difficulties runs in families and children with a family risk of reading difficulties tend to show delays in emergent literacy and might experience a less advantageous home literacy environment. This study examined whether family risk predicts children’s second-grade reading difficulties in a multifactorial model including both emergent literacy and environmental protective factors such as home literacy environment and parental level of education. Children were assessed for emergent literacy at the beginning of first grade, and were identified as having reading difficulties at the end of second grade if they performed below the national threshold in at least three of the subtests in reading and spelling. The multifactorial model suggested that children with family risk showed reading difficulties that could not be explained in terms of individual differences in emergent literacy, gender, interest in literacy, years in kindergarten, home literacy environment or parental education level. These findings highlight the advantages of using multifactorial models of reading difficulties that encompass different domains of genetic, cognitive-based and environmental factors. In sum, not only did we find family risk is associated with children’s literacy outcomes after 2 years of formal reading instruction, but we also identified possible modifiable factors that may benefit from interventions and lessen the likelihood of developing reading difficulties
Can children's instructional gameplay activity be used as a predictive indicator of reading skills?
For children who may face reading difficulties, early intervention is a societal priority. However, early intervention requires early detection. While much research has approached the issue of identification through measuring component skills at single timepoints, an alternative is the utilisation of dynamic assessment. To this point, few initiatives have explored the potential for identification through progress data from play in digital literacy games. This study explored how well growth curves from progress data in a digital intervention can predict reading performance after gameplay compared to measuring component skills at a single timepoint (school entry). 137 six-year-old students played the digital Graphogame for 25 weeks. Latent growth curve analyses showed that variation in trajectories explained variation in literacy performance to a greater extent than risk status at school entry. Findings point to a potential for non-intrusive reading assessment in the application of a serious digital game in first grade