Abstract

The purpose of this longitudinal study is to investigate the association between poor language skills in toddlers and later reading skills. In contrast to earlier research, the present study used an authentic assessment of language skills conducted by staff in early childhood education and care as a tool for early identification. The participants were 515 Norwegian monolingual toddlers who were assessed when they were 33 months, 7 years, and 10 years. The results showed a small correlation between language skills identified at 33 months and later reading skills. The toddlers with the 10% poorest language skills were overrepresented in the 10% with the poorest decoding skills in 2nd grade and reading comprehension in 5th grade. Furthermore, 67.3% of toddlers with poor language skills attained below-average reading scores in 5th grade. These findings support the importance of paying attention to children in the lowest 10%, even at the age of 33 months. Furthermore, the results show that authentic assessments in the early years conducted by staff in early childhood education and care can make an important contribution to identifying toddlers in need of extra language stimulation in early childhood education.

中文翻译：

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值得关注？幼儿语言技能与以后在学校的阅读技能之间的关系

摘要

这项纵向研究的目的是调查幼儿语言技能较差与以后的阅读技能之间的关系。与早期的研究相比，本研究使用了幼儿教育和保育工作人员对语言技能进行的真实评估，作为早期识别的工具。参与者是 515 名挪威单语幼儿，他们在 33 个月、7 岁和 10 岁时接受了评估。结果显示，33 个月时确定的语言技能与以后的阅读技能之间存在很小的相关性。语言能力最差的 10% 的幼儿在二年级解码技能和五年级阅读理解能力最差的 10% 中所占比例过高。此外，67.3% 语言能力较差的幼儿在五年级时的阅读成绩低于平均水平。这些发现支持了关注最低 10% 儿童的重要性，即使是 33 个月大的儿童。此外，结果表明，幼儿教育和护理工作人员在幼儿早期进行的真实评估可以为识别幼儿教育中需要额外语言刺激的幼儿做出重要贡献。