Emergent literacy and learning to write: A predictive model for italian language |
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| Authors: | Giuliana Pinto Lucia Bigozzi Beatrice Accorti Gamannossi Claudio Vezzani |
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| Institution: | (1) Department of Psychology, Florida State University, 1107 West Call Street, Tallahassee, FL 32306-4301, USA |
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| Abstract: | The aim of the present study is twofold: (1) contribute to identifying a model for the variables that compose the emergent
literacy construct and their relationships; (2) assess the predictive power of the emergent literacy model on early writing
abilities in a transparent orthography language.
We examined emergent literacy skills in 464 children (mean age 5.5, range: 48–6.1) who were followed longitudinally until
entering the 1st grade in primary school. Exploratory and Confirmatory factor analyses were used to address questions on the
nature of emergent literacy skills and their possible relationships. Regression analyses were implemented to evaluate the
predictive capability of an emergent literacy model on word writing competences. The factor analyses showed three factorial
dimensions (phonological, conceptual knowledge on writing system and textual) and their relationship. The regressions showed
a significant prediction of conceptual knowledge on writing system and of phonological abilities on early writing abilities. |
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