Prereading deficits in children in foster care

Katherine C. Pears, Cynthia V. Heywood, Hyoun K. Kim, Philip A. Fisher

Research output: Contribution to journalArticlepeer-review

24 Citations (Scopus)

Abstract

Reading skills are core competencies in children's readiness to learn and may be particularly important for children in foster care, who are at risk for academic difficulties and higher rates of special education placement. In this study, prereading skills (phonological awareness, alphabetic knowledge, and oral language ability) and kindergarten performance of 63 children in foster care were examined just before and during the fall of kindergarten. The children exhibited prereading deficits with average prereading scores that fell at the 30th to 40th percentile. Variations in prereading skills (particularly phonological awareness) predicted kindergarten teacher ratings of early literacy skills in a multivariate path analysis. These findings highlight the need for interventions focused on prereading skills for children in foster care.

Original languageEnglish
Pages (from-to)140-148
Number of pages9
JournalSchool Psychology Review
Volume40
Issue number1
Publication statusPublished - 2011 Mar

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

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