Abstract
The aim of the present study is twofold: (1) contribute to identifying a model for the variables that compose the emergent literacy construct and their relationships; (2) assess the predictive power of the emergent literacy model on early writing abilities in a transparent orthography language.
We examined emergent literacy skills in 464 children (mean age 5.5, range: 48–6.1) who were followed longitudinally until entering the 1st grade in primary school. Exploratory and Confirmatory factor analyses were used to address questions on the nature of emergent literacy skills and their possible relationships. Regression analyses were implemented to evaluate the predictive capability of an emergent literacy model on word writing competences. The factor analyses showed three factorial dimensions (phonological, conceptual knowledge on writing system and textual) and their relationship. The regressions showed a significant prediction of conceptual knowledge on writing system and of phonological abilities on early writing abilities.
Résumé
Cet étude a deux bouts: (1) contribuer à identifier un modèle pour les variables qui composent le concept d'alphabétisation émergente et leurs relations; (2) vérifier le povoir predictive du modèle d'alphabétisation émergente sur les premières habilitées d'écriture dans une langue à orthographie transparente.
On a examinée les compétences d'alphabétisation émergente en 464 enfants (moyen age 5.5) qui ont été suivis longitudinalement jusqu'à leur premier classe dans l'école élémentaire. Pour investiguer la nature des compétences d'alphabétisation émergente et leurs possibles relations, on a conduit des analyses factorielles exploratoires et confirmatives. On a implémentées des analyses de régression au fin d'évaluer la capacité prédictive du modèle d'alphabétisation émergente sur les compétences d'écriture des mots. Les analyses factorielles ont montré trois dimensions factorielles (phonologique, connaissance conceptuelle du système d'écriture et textuelle) et leurs relations. Les régressions ont indiqué une prédiction significative de la connaissance conceptuelle du système d'écriture et des habilitées phonologiques sur les premières habilitées d'écriture.
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Pinto, G., Bigozzi, L., Gamannossi, B.A. et al. Emergent literacy and learning to write: A predictive model for italian language. Eur J Psychol Educ 24, 61–78 (2009). https://doi.org/10.1007/BF03173475
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DOI: https://doi.org/10.1007/BF03173475