The influence of early linguistic skills and family factors on literacy acquisition in Chinese children: Follow-up from age 3 to age 11

Published on Jun 1, 2017in Learning and Instruction
· DOI :10.1016/j.learninstruc.2016.12.003
Mengmeng Su7
Estimated H-index: 7
('ENS Paris': École Normale Supérieure),
Hugo Peyre12
Estimated H-index: 12
('ENS Paris': École Normale Supérieure)
+ 8 AuthorsHua Shu41
Estimated H-index: 41
(McGovern Institute for Brain Research)
Abstract The present longitudinal study investigated the predictive power of preschool linguistic skills and early family factors on children's comprehensive literacy skills at the end of primary school in 262 Chinese children. The results indicated that a substantial (20–34%) share of variance of 5th grade (age 11) literacy skills in Chinese could be explained by early family factors (age 3) and linguistic skills (age 3–age 5). Family socioeconomic status and parent-child reading tuition were associated with different literacy measures. A differential pattern of prediction was also observed among different literacy skills. Furthermore, path analyses indicated that the relationships between early family factors and literacy skills at age 11 were mediated by specific linguistic and cognitive skills at preschool.
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