Influences of preliteracy knowledge, schooling, and summer break on literacy acquisition
Abstract
This study investigates the combined effects of preliteracy knowledge, formal schooling, and the summer vacation period on literacy acquisition in young learners. Preliteracy skills, including letter recognition, phonemic awareness, and vocabulary, serve as foundational elements that influence later reading success. The study examines how these skills, developed before formal education, interact with classroom instruction and are impacted by the break in formal learning during the summer months. Through a longitudinal analysis of a diverse sample of early learners, the research evaluates literacy progress across academic years and the summer period, identifying potential regressions and gains. The findings highlight the importance of early literacy interventions, continuous learning opportunities during breaks, and the role of structured schooling in supporting sustained literacy development. The study offers insights for educators and policymakers aiming to minimize learning loss during summer and enhance literacy outcomes through targeted strategies.
Keywords
Preliteracy knowledge, literacy acquisition, schooling, summer break, early childhood education, phonemic awarenessHow to Cite
References
Alexander, K. L., Entwisle, D. R., & Olson, L. (2001). Schools, achievement, and inequality: A seasonal perspective. Educational Evaluation & Policy Analysis, 23, 171–191.
Alexander, K. L., Entwisle, D. R., & Olson, L. S. (2007). Lasting consequences of the summer learning gap. American Sociological Review, 72, 167–180.
Bryant, N. D. (1975). Diagnostic test of basic decoding skills. New York, NY: Columbia University Teachers College.
Chall, J. S., Jacobs, V. A., & Baldwin, L. E. (1990). The reading crises: Why poor children fall behind. Cambridge, MA: Harvard University Press.
Chatterji, M. (2006). Reading achievement gaps, correlates, and moderators of early reading achievement: Evidence from the Early Childhood Longitudinal Study (ECLS) kindergarten to first grade sample. Journal of Educational Psychology, 98, 489–507.
Chiu, M. M., & Chow, B. W. (2015). Classmate characteristics and student achievement in 33 countries: Classmates' past achievement, family socioeconomic status, educational resources, and attitudes to reading. Journal of Educational Psychology, 107, 152–169.
Claessens, A., Duncan, G., & Engel, M. (2009). Kindergarten skills and fifth grade achievement. Evidence from the ECLS-K. Economics of Education Review, 28, 415–427.
Clay, M. M. (1993). Reading Recovery: A guidebook for teachers in training. Auckland: Heinemann.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
Downey, D. B., von Hippel, P. T., & Broh, B. A. (2004). Are schools the great equalizer? Cognitive inequality during the summer months and the school year. American Sociological Review, 69, 613–635.
Dunn, L. M., & Dunn, L. M. (1997). Peabody picture vocabulary test (3rd ed.). Circle Pines, MN: American Guidance Services.
Entwisle, D. R., Alexander, K. L., & Olson, L. S. (2001). Keep the faucet flowing: Summer learning and home environment. American Educator, 25(3), 10–15, 47.
Copyright (c) 2024 Gitanjali Kumar, Jacob Naylor (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
