Relationship of preschool receptive language, phonological processing, and behavioural/emotional adjustment with kindergarten reading in Australia children

Kim Sang Lorna CHAN

Research output: Contribution to conferencePaper

Abstract

This paper reports on a study which examined the relationship of preschool receptive language, phonological processing, and behavioural / emotional adjustment with kindergarten reading. The subjects were 90 children from preschools in the Lower Hunter Valley in New South Wales, Australia. Measures of receptive language and phonological processing, and parent and teacher ratings of behavioural / emotional adjustment were obtained while the children were at preschool (for 4-year-olds). Testing of children reading was conducted a year later when the children were in kindergarten. The results reported in this paper focus on relationship between the behavioural / emotional adjustment measures and the reading-related measures. In one analysis children were classified as well-adjusted or poorly-adjusted.
Original languageEnglish
Publication statusPublished - Mar 1999

Fingerprint

kindergarten
language
teacher rating
parents

Citation

Chan, K. S. L. (1999, March). Relationship of preschool receptive language, phonological processing, and behavioural/emotional adjustment with kindergarten reading in Australia children. Symposium conducted at the 4th OMEP(Hong Kong) International Conference: Quality Early Childhood Education: The Right of Every Child, The Hong Kong Institute of Education, China.