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We don't have language at our house : disentangling the relationship between phonological awareness, schooling and literacy.

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We don't have language at our house : disentangling the relationship between phonological awareness, schooling and literacy. / Alcock, Katie J.; Ngorosho, D.; Deus, C.; Jukes, M. C.

In: British Journal of Educational Psychology, Vol. 80, No. 1, 03.2010, p. 55-76.

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Alcock, Katie J. ; Ngorosho, D. ; Deus, C. ; Jukes, M. C. / We don't have language at our house : disentangling the relationship between phonological awareness, schooling and literacy. In: British Journal of Educational Psychology. 2010 ; Vol. 80, No. 1. pp. 55-76.

Bibtex

@article{1e0e33365d5c430488454000d4425a1f,
title = "We don't have language at our house : disentangling the relationship between phonological awareness, schooling and literacy.",
abstract = "Background: A strong link between phonological awareness (PA) and literacy exists, but the origins of this link are difficult to investigate, since PA skills are hard to test in young, pre-literate children, and many studies neither include such children nor report children's initial literacy levels. Aims: To examine PA and literacy in children who are attending or not attending school in rural East Africa. Sample: One hundred and eight children ages 7-10 years, with no education, or in grade 1 or 2, randomly selected from a community survey of all children in this age group. Methods: PA skill, reading, cognitive abilities, and socio-economic status were examined. Results: Implicit and explicit PA skill with small or large units is related to letter reading ability, and this effect is independent of age, schooling, and cognitive ability. Some PA tasks are performed above chance levels by children who cannot recognize single letters. Conclusions: Basic PA develops prior to the attainment of literacy, and learning to read improves PA both quantitatively and qualitatively.",
keywords = "Awareness Children Phonological awareness Africa",
author = "Alcock, {Katie J.} and D. Ngorosho and C. Deus and Jukes, {M. C.}",
note = "TY - INPR RP - IN FILE Y2 - 2001/09//",
year = "2010",
month = mar,
doi = "10.1348/000709909X424411",
language = "English",
volume = "80",
pages = "55--76",
journal = "British Journal of Educational Psychology",
issn = "0007-0998",
publisher = "John Wiley and Sons Ltd",
number = "1",

}

RIS

TY - JOUR

T1 - We don't have language at our house : disentangling the relationship between phonological awareness, schooling and literacy.

AU - Alcock, Katie J.

AU - Ngorosho, D.

AU - Deus, C.

AU - Jukes, M. C.

N1 - TY - INPR RP - IN FILE Y2 - 2001/09//

PY - 2010/3

Y1 - 2010/3

N2 - Background: A strong link between phonological awareness (PA) and literacy exists, but the origins of this link are difficult to investigate, since PA skills are hard to test in young, pre-literate children, and many studies neither include such children nor report children's initial literacy levels. Aims: To examine PA and literacy in children who are attending or not attending school in rural East Africa. Sample: One hundred and eight children ages 7-10 years, with no education, or in grade 1 or 2, randomly selected from a community survey of all children in this age group. Methods: PA skill, reading, cognitive abilities, and socio-economic status were examined. Results: Implicit and explicit PA skill with small or large units is related to letter reading ability, and this effect is independent of age, schooling, and cognitive ability. Some PA tasks are performed above chance levels by children who cannot recognize single letters. Conclusions: Basic PA develops prior to the attainment of literacy, and learning to read improves PA both quantitatively and qualitatively.

AB - Background: A strong link between phonological awareness (PA) and literacy exists, but the origins of this link are difficult to investigate, since PA skills are hard to test in young, pre-literate children, and many studies neither include such children nor report children's initial literacy levels. Aims: To examine PA and literacy in children who are attending or not attending school in rural East Africa. Sample: One hundred and eight children ages 7-10 years, with no education, or in grade 1 or 2, randomly selected from a community survey of all children in this age group. Methods: PA skill, reading, cognitive abilities, and socio-economic status were examined. Results: Implicit and explicit PA skill with small or large units is related to letter reading ability, and this effect is independent of age, schooling, and cognitive ability. Some PA tasks are performed above chance levels by children who cannot recognize single letters. Conclusions: Basic PA develops prior to the attainment of literacy, and learning to read improves PA both quantitatively and qualitatively.

KW - Awareness Children Phonological awareness Africa

U2 - 10.1348/000709909X424411

DO - 10.1348/000709909X424411

M3 - Journal article

VL - 80

SP - 55

EP - 76

JO - British Journal of Educational Psychology

JF - British Journal of Educational Psychology

SN - 0007-0998

IS - 1

ER -