Oral narrative skills: Explaining the language-emergent literacy link by race/ethnicity and SES.
Although children's early language skills have been found to predict literacy outcomes, little is known about the role of preschool oral narrative skills in the pathway between language and emergent literacy or how these associations differ by race/ethnicity and socioeconomic status. The current study uses the Early Childhood Longitudinal Study to explore how language at age 2 is associated with narrative skills at age 4 and emergent literacy outcomes at age 5 for a nationally representative sample of children. Findings demonstrate that early language is associated with narrative skills for most children. Oral narrative skills were found to mediate the pathway between early language and kindergarten emergent literacy for poor and nonpoor African American children. Implications for children's literacy development and future research are discussed.
FPG Child Development Institute, The University of North Carolina at Chapel Hill.
Nicole
N
Gardner-Neblett
Buffett Early Childhood Institute, University of Nebraska.
Iheoma U
IU
Iruka
D002663:Child Language; D002675:Child, Preschool; D005260:Female; D006801:Humans; D007223:Infant; D000067010:Literacy / Q000208:ethnology*; D008137:Longitudinal Studies; D008297:Male; D033262:Narration; D044469:Racial Groups; D012923:Social Class; D014825:Vocabulary