Predicting curriculum and test performance at age 11 years from pupil background, baseline skills and phonological awareness at age 5 years / Robert SAVAGE in Journal of Child Psychology and Psychiatry, 48-7 (July 2007)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 48-7 (July 2007) . - p.732–739 Titre : Predicting curriculum and test performance at age 11 years from pupil background, baseline skills and phonological awareness at age 5 years Type de document : Texte imprimé et/ou numérique Auteurs : Robert SAVAGE, Auteur ; Sue CARLESS, Auteur ; Vittoria FERRARO, Auteur Année de publication : 2007 Article en page(s) : p.732–739 Langues : Anglais (eng) Mots-clés : Children phonological-processing prediction reading spelling National-Curriculum Index. décimale : PER Périodiques Résumé : Background: Phonological awareness tests are amongst the best predictors of literacy and predict outcomes of Key Stage 1 assessment of the National Curriculum in England at age 7. However, it is unknown whether their ability to predict National Curricular outcomes extends to Key Stage 2 assessments given at age 11, or also whether the predictive power of such tests is independent of letter-knowledge. We explored the unique predictive validity of phonological awareness and early literacy measures, and other pupil background measures taken at age 5 in the prediction of English, Maths, and Science performance at age 11. Method: Three hundred and eighty-two children from 21 primary schools in one Local Educational Authority were assessed at age 5 and followed to age 11 (Key Stage 2 assessment). Teaching assistants (TAs) administered phonological awareness tasks and early literacy measures. Baseline and Key Stage 2 performance measures were collected by teachers. Results: Phonological awareness was a significant unique predictor of all nine outcome measures after baseline assessment and pupil background measures were first controlled in regression analyses, and continued to be a significant predictor of reading, maths, and science performance, and teacher assessments after early literacy skill and letter-knowledge was controlled. Gender predicted performance in writing, the English test, and English teacher assessment, with girls outperforming boys. Conclusions: Phonological awareness is a unique predictor of general curricular attainment independent of pupil background, early reading ability and letter-knowledge. Practically, screening of phonological awareness and basic reading skills by school staff in year 1 significantly enhances the capacity of schools to predict curricular outcomes in year 6. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01746.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=142 [article] Predicting curriculum and test performance at age 11 years from pupil background, baseline skills and phonological awareness at age 5 years [Texte imprimé et/ou numérique] / Robert SAVAGE, Auteur ; Sue CARLESS, Auteur ; Vittoria FERRARO, Auteur . - 2007 . - p.732–739. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 48-7 (July 2007) . - p.732–739 Mots-clés : Children phonological-processing prediction reading spelling National-Curriculum Index. décimale : PER Périodiques Résumé : Background: Phonological awareness tests are amongst the best predictors of literacy and predict outcomes of Key Stage 1 assessment of the National Curriculum in England at age 7. However, it is unknown whether their ability to predict National Curricular outcomes extends to Key Stage 2 assessments given at age 11, or also whether the predictive power of such tests is independent of letter-knowledge. We explored the unique predictive validity of phonological awareness and early literacy measures, and other pupil background measures taken at age 5 in the prediction of English, Maths, and Science performance at age 11. Method: Three hundred and eighty-two children from 21 primary schools in one Local Educational Authority were assessed at age 5 and followed to age 11 (Key Stage 2 assessment). Teaching assistants (TAs) administered phonological awareness tasks and early literacy measures. Baseline and Key Stage 2 performance measures were collected by teachers. Results: Phonological awareness was a significant unique predictor of all nine outcome measures after baseline assessment and pupil background measures were first controlled in regression analyses, and continued to be a significant predictor of reading, maths, and science performance, and teacher assessments after early literacy skill and letter-knowledge was controlled. Gender predicted performance in writing, the English test, and English teacher assessment, with girls outperforming boys. Conclusions: Phonological awareness is a unique predictor of general curricular attainment independent of pupil background, early reading ability and letter-knowledge. Practically, screening of phonological awareness and basic reading skills by school staff in year 1 significantly enhances the capacity of schools to predict curricular outcomes in year 6. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01746.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=142

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