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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2021-01-01
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Online Access: | http://dx.doi.org/10.1080/2331186X.2021.1940631 |
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doaj-c4e8b81a63ff4c86819e081ac399dd4a2021-07-26T12:59:37ZengTaylor & Francis GroupCogent Education2331-186X2021-01-018110.1080/2331186X.2021.19406311940631Reading Development among Swedish Children: The Importance of Contextual Resources and Language AbilityBirgitta Herkner0Mara Westling Allodi1Laura Ferrer Wreder2Lilianne Eninger3Stockholm UniversityStockholm UniversityStockholm UniversityStockholm UniversityLanguage 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.http://dx.doi.org/10.1080/2331186X.2021.1940631preschoolersrangenderseslanguage skillsletter knowledge |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Birgitta Herkner Mara Westling Allodi Laura Ferrer Wreder Lilianne Eninger |
spellingShingle |
Birgitta Herkner Mara Westling Allodi Laura Ferrer Wreder Lilianne Eninger Reading Development among Swedish Children: The Importance of Contextual Resources and Language Ability Cogent Education preschoolers ran gender ses language skills letter knowledge |
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 |
series |
Cogent Education |
issn |
2331-186X |
publishDate |
2021-01-01 |
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. |
topic |
preschoolers ran gender ses language skills letter knowledge |
url |
http://dx.doi.org/10.1080/2331186X.2021.1940631 |
work_keys_str_mv |
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1721281229976764416 |