Abstract
Purpose: What are the cognitive competencies and family environments that characterize beginning readers of Cebuano?
Method: Based on a longitudinal dataset of 673 Cebuano children who were assessed across four time points over a period of 1½ years, 67 children who had at least one correct answer in a 15-word Cebuano word reading task at Time 4 were identified as readers and 67 children who scored zero in the same task were randomly selected as a control group. Children were 3- to 5- years old at Time 1 and were 5- to 7- years old at Time 4.
Results: Across the four time points, readers performed better on measures of vocabulary, phonological awareness, and letter name knowledge. From Times 2 to 4, readers demonstrated a higher level of print and word awareness. At Times 3 and 4, readers additionally outperformed non-readers in rapid automatized naming. On average, readers had richer home literacy environments, higher perceived interest in literacy, mothers with higher education levels, and parents who reported higher parental self-efficacy. Across different time points, children’s cognitive skills had small to medium correlations with family-related variables. Notably, a large increase in readers who could read all 15 Cebuano words correctly was observed between Time 3 and Time 4.
Conclusions: Overall, differences between readers and non-readers may be attributed to differences in early literacy skills and family environments. The transparent nature of Cebuano as a written language may account for the rapid acquisition of reading skills in the reader group. Copyright © 2018 Society for the Scientific Study of Reading (SSSR).
Method: Based on a longitudinal dataset of 673 Cebuano children who were assessed across four time points over a period of 1½ years, 67 children who had at least one correct answer in a 15-word Cebuano word reading task at Time 4 were identified as readers and 67 children who scored zero in the same task were randomly selected as a control group. Children were 3- to 5- years old at Time 1 and were 5- to 7- years old at Time 4.
Results: Across the four time points, readers performed better on measures of vocabulary, phonological awareness, and letter name knowledge. From Times 2 to 4, readers demonstrated a higher level of print and word awareness. At Times 3 and 4, readers additionally outperformed non-readers in rapid automatized naming. On average, readers had richer home literacy environments, higher perceived interest in literacy, mothers with higher education levels, and parents who reported higher parental self-efficacy. Across different time points, children’s cognitive skills had small to medium correlations with family-related variables. Notably, a large increase in readers who could read all 15 Cebuano words correctly was observed between Time 3 and Time 4.
Conclusions: Overall, differences between readers and non-readers may be attributed to differences in early literacy skills and family environments. The transparent nature of Cebuano as a written language may account for the rapid acquisition of reading skills in the reader group. Copyright © 2018 Society for the Scientific Study of Reading (SSSR).
| Original language | English |
|---|---|
| Publication status | Published - Jul 2018 |
| Event | Twenty-Fifth Annual Meeting of Society for the Scientific Study of Reading - Brighton, United Kingdom Duration: 18 Jul 2018 → 21 Jul 2018 https://www.triplesr.org/twenty-fifth-annual-meeting |
Conference
| Conference | Twenty-Fifth Annual Meeting of Society for the Scientific Study of Reading |
|---|---|
| Abbreviated title | SSSR 2018 |
| Country/Territory | United Kingdom |
| City | Brighton |
| Period | 18/07/18 → 21/07/18 |
| Internet address |