Reading Development among Swedish Children: The Importance of Contextual Resources and Language Ability

Language abilities in preschool years, including those measured with letter knowledge, are predictors of reading development in later school years. The aim of this study was to investigate variation in children’s language abilities before they started school in relation to gender and neighborhood le...

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Autores principales:	Birgitta Herkner, Mara Westling Allodi, Laura Ferrer Wreder, Lilianne Eninger
Formato:	article
Lenguaje:	EN
Publicado:	Taylor & Francis Group 2021
Materias:	preschoolers ran gender ses language skills letter knowledge Education (General) L7-991
Acceso en línea:	https://doaj.org/article/c4e8b81a63ff4c86819e081ac399dd4a
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id	oai:doaj.org-article:c4e8b81a63ff4c86819e081ac399dd4a
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spelling	oai:doaj.org-article:c4e8b81a63ff4c86819e081ac399dd4a2021-12-01T14:41:00ZReading Development among Swedish Children: The Importance of Contextual Resources and Language Ability2331-186X10.1080/2331186X.2021.1940631https://doaj.org/article/c4e8b81a63ff4c86819e081ac399dd4a2021-01-01T00:00:00Zhttp://dx.doi.org/10.1080/2331186X.2021.1940631https://doaj.org/toc/2331-186XLanguage abilities in preschool years, including those measured with letter knowledge, are predictors of reading development in later school years. The aim of this study was to investigate variation in children’s language abilities before they started school in relation to gender and neighborhood level socioeconomic status (SES). Schools from three municipalities with varied resources and living conditions participated in this study. The participants were 231 children 4–6 years old (girls n = 117, boys n = 114; mean age 4.8 years old; SD = 6 months). In this cross-sectional study, children took the Rapid Automatized Naming (RAN) object test and a Letter Knowledge task. Results showed no significant differences in task performance between boys and girls. Children attending preschools situated in average to above average SES areas had higher scores on the RAN object task compared to those who attended preschools located in low SES neighborhoods. Finally, a significant association was found between children’s first language and SES. The implications of these results are explored in this article.Birgitta HerknerMara Westling AllodiLaura Ferrer WrederLilianne EningerTaylor & Francis Grouparticlepreschoolersrangenderseslanguage skillsletter knowledgeEducation (General)L7-991ENCogent Education, Vol 8, Iss 1 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	preschoolers ran gender ses language skills letter knowledge Education (General) L7-991
spellingShingle	preschoolers ran gender ses language skills letter knowledge Education (General) L7-991 Birgitta Herkner Mara Westling Allodi Laura Ferrer Wreder Lilianne Eninger Reading Development among Swedish Children: The Importance of Contextual Resources and Language Ability
description	Language abilities in preschool years, including those measured with letter knowledge, are predictors of reading development in later school years. The aim of this study was to investigate variation in children’s language abilities before they started school in relation to gender and neighborhood level socioeconomic status (SES). Schools from three municipalities with varied resources and living conditions participated in this study. The participants were 231 children 4–6 years old (girls n = 117, boys n = 114; mean age 4.8 years old; SD = 6 months). In this cross-sectional study, children took the Rapid Automatized Naming (RAN) object test and a Letter Knowledge task. Results showed no significant differences in task performance between boys and girls. Children attending preschools situated in average to above average SES areas had higher scores on the RAN object task compared to those who attended preschools located in low SES neighborhoods. Finally, a significant association was found between children’s first language and SES. The implications of these results are explored in this article.
format	article
author	Birgitta Herkner Mara Westling Allodi Laura Ferrer Wreder Lilianne Eninger
author_facet	Birgitta Herkner Mara Westling Allodi Laura Ferrer Wreder Lilianne Eninger
author_sort	Birgitta Herkner
title	Reading Development among Swedish Children: The Importance of Contextual Resources and Language Ability
title_short	Reading Development among Swedish Children: The Importance of Contextual Resources and Language Ability
title_full	Reading Development among Swedish Children: The Importance of Contextual Resources and Language Ability
title_fullStr	Reading Development among Swedish Children: The Importance of Contextual Resources and Language Ability
title_full_unstemmed	Reading Development among Swedish Children: The Importance of Contextual Resources and Language Ability
title_sort	reading development among swedish children: the importance of contextual resources and language ability
publisher	Taylor & Francis Group
publishDate	2021
url	https://doaj.org/article/c4e8b81a63ff4c86819e081ac399dd4a
work_keys_str_mv	AT birgittaherkner readingdevelopmentamongswedishchildrentheimportanceofcontextualresourcesandlanguageability AT marawestlingallodi readingdevelopmentamongswedishchildrentheimportanceofcontextualresourcesandlanguageability AT lauraferrerwreder readingdevelopmentamongswedishchildrentheimportanceofcontextualresourcesandlanguageability AT lilianneeninger readingdevelopmentamongswedishchildrentheimportanceofcontextualresourcesandlanguageability
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Reading Development among Swedish Children: The Importance of Contextual Resources and Language Ability

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