The comprehensive language approach to early literacy: The interrelationships among vocabulary, phonological sensitivity, and print knowledge among preschool-aged children.

• David K. Dickinson ^[1] ; Allyssa McCabe ^[2] ; Louisa Anastasopoulos ^[4] ; Ellen S. Peisner-Feinberg ^[3]
  1. [1] Vanderbilt University

     Vanderbilt University

     Estados Unidos

     
  2. [2] University of Massachusetts Lowell

     University of Massachusetts Lowell

     City of Lowell, Estados Unidos

     
  3. [3] University of North Carolina at Chapel Hill

     University of North Carolina at Chapel Hill

     Township of Chapel Hill, Estados Unidos

     
  4. [4] Nellie Mae Education Foundation’s

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• Localización: Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 95, Nº. 3, 2003, págs. 465-481
• Idioma: inglés
• DOI: 10.1037/0022-0663.95.3.465
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• Dialnet Métricas: 11 Citas
• Resumen

  • This article describes 2 points of view about the relationship between oral-language and literacy skills: The phonological sensitivity approach posits that vocabulary provides the basis for phonological sensitivity, which then is the key language ability supporting reading, and the comprehensive language approach (CLA) posits that varied language skills interact with literacy knowledge and continue to play a vital role in subsequent reading achievement. The study included 533 Head Start preschool-aged children (M=4 years 9 months) in 2 locations and examined receptive vocabulary, phonological awareness, and print knowledge. Partial correlational and regression analyses found results consistent with the CLA approach and evidence of a core deficit in phonological sensitivity, interpreted in a manner consistent with the CLA perspective. (PsycINFO Database Record (c) 2016 APA, all rights reserved)