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. 2012 Jan 1;16(2):141-165.
doi: 10.1080/10888438.2010.543446.

Literacy Growth in the Academic Year versus Summer from Preschool through Second Grade: Differential Effects of Schooling across Four Skills

Lori Skibbe  1 , Kevin Grimm, Ryan Bowles, Frederick Morrison
Affiliations

Literacy Growth in the Academic Year versus Summer from Preschool through Second Grade: Differential Effects of Schooling across Four Skills

Lori Skibbe et al. Sci Stud Read. .

Abstract

Differences in literacy growth over the summer versus the school year were examined in order to isolate how schooling affects children's literacy development from preschool through second grade across four literacy skills. Children (n = 383) were tested individually twice each year for up to four years on measures of phonological awareness, decoding, reading comprehension, and vocabulary. Growth curve analyses indicated that schooling effects were greatest for decoding skills and reading comprehension, were medium in size for phonological awareness, and were less evident for vocabulary. Except for vocabulary, relatively small amounts of growth were observed for preschoolers, followed by a period of rapid growth for kindergarteners and first graders, which slowed again for second graders. Findings demonstrate the differential effect of schooling on four separate literacy skills during the crucial school transition period.

Keywords: development; literacy; schooling; vocabulary.

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Figures

Figure 1
Figure 1
Individual growth trajectories for (A) Letter-Word Identification, (B) Passage Comprehension, (C) Picture Vocabulary and (D) Sound Awareness.
Figure 2
Figure 2
Mean predicted trajectories with and without schooling effect for Letter-Word Identification, Passage Comprehension, Picture Vocabulary and Sound Awareness. Note. The empirical growth curve for each skill is represented by a solid line and the hypothetical growth curve (i.e., with no schooling) is represented by a dotted line.
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