Longitudinal Investigation of Endogenous and Exogenous Predictors of Early Literacy in Turkish-Speaking Kindergartners
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| Title: | Longitudinal Investigation of Endogenous and Exogenous Predictors of Early Literacy in Turkish-Speaking Kindergartners |
|---|---|
| Language: | English |
| Authors: | Ergül, Cevriye (ORCID |
| Source: | Early Child Development and Care. 2021 191(10):1651-1667. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education |
| Descriptors: | Young Children, Kindergarten, Predictor Variables, Emergent Literacy, Turkish, Language Acquisition, Expressive Language, Phonological Awareness, Receptive Language, Short Term Memory, Family Environment, Alphabets, Childrens Writing, Vocabulary Development, Language Tests, Foreign Countries |
| Geographic Terms: | Turkey (Ankara) |
| Assessment and Survey Identifiers: | Test of Early Language Development |
| DOI: | 10.1080/03004430.2019.1670654 |
| ISSN: | 0300-4430 |
| Abstract: | This study investigated endogenous and exogenous predictors of early literacy in Turkish-speaking children. Whether children's language and working memory performances (as the endogenous factors) and home literacy environment (as the exogenous factor) in the beginning of kindergarten predict the children's current and year-end early literacy skills (phonological awareness, letter knowledge, receptive and expressive vocabulary) was examined. The participants consisted of 441 kindergarten children. Results showed that language development, working memory, and home reading environment predicted children's both current and year-end phonological awareness. Language and home writing activities were significant predictors of the year-end letter knowledge. Working memory was a significant predictor for both the current and year-end letter knowledge. Language, working memory and home reading environment significantly predicted the acquisition of receptive and expressive vocabulary. In conclusion, results suggest that each of the early literacy skills is related to both the developmental characteristics of children and their home literacy environment. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1305198 |
| Database: | ERIC |
| Abstract: | This study investigated endogenous and exogenous predictors of early literacy in Turkish-speaking children. Whether children's language and working memory performances (as the endogenous factors) and home literacy environment (as the exogenous factor) in the beginning of kindergarten predict the children's current and year-end early literacy skills (phonological awareness, letter knowledge, receptive and expressive vocabulary) was examined. The participants consisted of 441 kindergarten children. Results showed that language development, working memory, and home reading environment predicted children's both current and year-end phonological awareness. Language and home writing activities were significant predictors of the year-end letter knowledge. Working memory was a significant predictor for both the current and year-end letter knowledge. Language, working memory and home reading environment significantly predicted the acquisition of receptive and expressive vocabulary. In conclusion, results suggest that each of the early literacy skills is related to both the developmental characteristics of children and their home literacy environment. |
|---|---|
| ISSN: | 0300-4430 |
| DOI: | 10.1080/03004430.2019.1670654 |
