An examination of the heterogenous nature of literacy development in Spanish-speaking preschool children. Issue 1 (2nd January 2023)

• Record Type: Journal Article
• Authors: Solari, Emily J.; Zucker, Tricia A.; Grimm, Ryan P.
• Is Part Of: Early education and development. Volume 34:Issue 1(2023)
• Page Start: 111
• Page End: 127
• Publication Date: 2023-01-02
• Subjects: Child development -- United States -- Periodicals; Child psychology -- United States -- Periodicals; Education, Preschool -- United States -- Periodicals; Early childhood education -- United States -- Periodicals; 372.21097305
• DOI: 10.1080/10409289.2021.1981200
• Languages: English
• ISSNs: 1040-9289

Abstract

ABSTRACT: This study evaluated the emergent literacy profiles of preschool Spanish-speaking children. Participants included 440 children in dual-language classrooms who were assessed in English and Spanish at the beginning and end of their preschool year. Research Findings: Through latent profile analysis, conducted with fall data, four empirically derived emergent literacy profiles emerged. Further analyses were conducted to determine if there were differential relations between the literacy profiles and spring early reading measures of alphabet knowledge and oral language, measures that are typically used to evaluate kindergarten readiness for literacy instruction. Practice or Policy: Results highlight the heterogeneous nature of emergent literacy development in Spanish-speaking children and demonstrate the need for individualized literacy instruction during the preschool years.