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Continuity in children’s literacy achievements: A longitudinal perspective from kindergarten to school

Dorit Aram

Tel Aviv University, dorita{at}post.tau.ac.il

This study examined continuity in literacy achievements from kindergarten to school, among low SES Israeli children, controlling for family factors. Kindergartners’ early oral and code-related language skills as well as family measures were assessed at age 51/2. In school, 21/2 years later, their literacy achievements were evaluated. Correlations emerged between all kindergarten literacy measures and school literacy achievements. Oral and code-related early literacy measures similarly predicted all school literacy achievements. Moreover, early literacy predicted literacy achievements at the end of second grade beyond home environmental measures. Results highlighted the stability in children’s learning through the kindergarten-to-school transition, confirming the importance of promoting early literacy in kindergarten, especially among low SES children.

Key Words: Early writing • literacy • longitudinal study • morphological awareness • SES definitions • spelling

First Language, Vol. 25, No. 3, 259-289 (2005)
DOI: 10.1177/0142723705050339
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This article has been cited by other articles:


Home page
 Topics in Early Childhood Special EducationHome page
D. Aram, T. Most, and A. Ben Simon
Early Literacy of Kindergartners With Hearing Impairment: The Role of Mother-Child Collaborative Writing
Topics in Early Childhood Special Education, May 1, 2008; 28(1): 31 - 41.
[Abstract] [PDF]