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Early Literacy: A Developmental and Comparative Analysis

Published online by Cambridge University Press:  26 February 2016

G. Robinson  and
C. M. Rutten
G. Robinson*
Affiliation:
The University of Newcastle
C. M. Rutten
Affiliation:
The University of Newcastle
*
Address for correspondence: Dr Greg Robinson. Special Education Centre, University of Newcastle, Callaghan NSW 2308.
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Abstract

In two experiments, the acquisition of literacy skills by three to six year olds was examined to (1) assess a possible developmental sequence of knowledge about print and word reading, and (2) compare the skill levels of good and poor six year old readers using a developmental model.

The first experiment involved 30 three, four and five year olds from a preschool and primary school who were assessed on a battery of tasks designed to measure five aspects of awareness of print and word reading concepts. The five aspects assessed were concepts about print, graphic awareness, phonemic awareness, grapheme-phoneme correspondence knowledge and word reading. Analysis of the data showed a developmental expansion of print related concepts and skills with age.

In the second experiment, using similar methodology, 25 good six year old readers performed significantly better than 22 poor six year old readers across all component measures and a developmental lag reading disability model was thus implied.

Type
Research Article
Information
Australasian Journal of Special Education , Volume 20 , Issue 1 , 1996 , pp. 49 - 60
Copyright
Copyright © The Australian Association of Special Education 1996

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