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. (Contains 8 tables and 1 figure.)

Emergent literacy and learning to write: a predictive model for Italian language / G.Pinto; L.Bigozzi; B.Accorti Gamannossi; C.Vezzani. - In: EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION. - ISSN 0256-2928. - STAMPA. - XXIV (1):(2009), pp. 725-742.

Emergent literacy and learning to write: a predictive model for Italian language

PINTO, GIULIANA;BIGOZZI, LUCIA;
2009

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. (Contains 8 tables and 1 figure.)
2009
XXIV (1)
725
742
G.Pinto; L.Bigozzi; B.Accorti Gamannossi; C.Vezzani
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Utilizza questo identificatore per citare o creare un link a questa risorsa: https://hdl.handle.net/2158/345877
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