Relationship between emergent literacy and early social-emotional development in preschool children from low-income backgrounds
Sixty-one preschool children and their parents and teachers participated in a cross-sectional study of the social-emotional correlates of emergent literacy skills. The children's emergent literacy skills were assessed with the standard language and literacy tests: Expressive Vocabulary Test, Peabody Picture Vocabulary Test (third edition), and Test of Early Reading Ability (third edition). These tests measure oral language (expressive language and receptive language) and print awareness. The children's positive and negative behaviours were measured by the standard behaviour rating scales: the Behavior Assessment System for Children (second edition) and the Devereux Early Childhood Assessment. These behaviours are grouped into four subcategories, namely, externalizing behaviour, internalising behaviour, approaches to learning, and interpersonal skills. Results showed a wide range of significant associations between the components of emergent literacy and social-emotional development. Age and sex were found to moderate these significant correlations in different ways. Implications for educational practitioners and suggestions for future research are discussed. (author abstract)
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