TY - JOUR
T1 - Profiles of literacy skills among Chinese preschoolers
T2 - Antecedents and consequences of profile membership
AU - Ren, Lixin
AU - Hu, Bi Ying
AU - Wu, Zhongling
N1 - Funding Information:
This study was supported by the University of Macau [Multi-Year Research Grant; MYRG20l5-00156-FED ] and the Humanities and Social Sciences Research Project of the Chinese Ministry of Education [No. 17YJCZH141 ].
Publisher Copyright:
© 2018 Elsevier Inc.
PY - 2019/1
Y1 - 2019/1
N2 - This study aimed to identify distinct early literacy profiles among Chinese preschoolers based on receptive vocabulary, expressive vocabulary, and Chinese character recognition using latent profile analyses. We further explored family-related predictors of children's profile classifications and the relations between children's profile classifications and their mathematical and science skills. This study involved 656 Chinese preschoolers (Mean age = 5.04 years; 49.1% girls). Four profiles emerged: (1) Lowest Overall (24.1%), (2) Low Average (43.9%), (3) High Vocabulary, Average Chinese Character Recognition (23.5%), and (4) Highest Overall (8.5%). Family SES and home literacy activities were related to children's profile classifications. Profile classifications predicted children's mathematical and science skills. Effect sizes for significant findings ranged from medium to very large. The emerged profiles highlighted the considerable heterogeneity of early literacy skills. The findings indicated the need of providing differential home literacy activities and classroom instruction to children with distinct profiles.
AB - This study aimed to identify distinct early literacy profiles among Chinese preschoolers based on receptive vocabulary, expressive vocabulary, and Chinese character recognition using latent profile analyses. We further explored family-related predictors of children's profile classifications and the relations between children's profile classifications and their mathematical and science skills. This study involved 656 Chinese preschoolers (Mean age = 5.04 years; 49.1% girls). Four profiles emerged: (1) Lowest Overall (24.1%), (2) Low Average (43.9%), (3) High Vocabulary, Average Chinese Character Recognition (23.5%), and (4) Highest Overall (8.5%). Family SES and home literacy activities were related to children's profile classifications. Profile classifications predicted children's mathematical and science skills. Effect sizes for significant findings ranged from medium to very large. The emerged profiles highlighted the considerable heterogeneity of early literacy skills. The findings indicated the need of providing differential home literacy activities and classroom instruction to children with distinct profiles.
KW - Chinese preschoolers
KW - Early literacy skills
KW - Family influences
KW - Latent profile analysis
KW - Math and science learning
UR - http://www.scopus.com/inward/record.url?scp=85057178819&partnerID=8YFLogxK
U2 - 10.1016/j.lindif.2018.11.008
DO - 10.1016/j.lindif.2018.11.008
M3 - Article
AN - SCOPUS:85057178819
SN - 1041-6080
VL - 69
SP - 22
EP - 32
JO - Learning and Individual Differences
JF - Learning and Individual Differences
ER -