Oral Discourse in the Preschool Years and Later Literacy Skills

By Terri M. Griffin, L. Hemphill, Linda Camp, D. Wolf. 2004

426 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/6de461674ad375a83395db37d1a71a9bda18f61a

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In Developmental and Educational Psychology

In Language and Linguistics

Citations in the corpus

The Importance of Early Vocabulary for Literacy Achievement in High-Poverty Schools (2008, background): “One tentative conclusion from longitudinal research is that early language skills may be stronger predictors of later, rather than beginning, literacy (Dickinson & McCabe, 2001 ; Griffin, Hemphill, Camp, & Wolf, 2004 ).”
Component processes of early reading, spelling, and narrative writing skills in Turkish: a longitudinal study (2010, background): “…role of spelling accuracy and grammatical awareness in composition writing quality as well as the failure of the overall regression model to explain any reliable variance in composition writing-structure are surprising but have been reported before (Berninger et al., 1992; Griffin et al., 2004).”
The Development of Children's Oral Narratives Across Contexts (2010, background): “The narrative skills children develop during the preschool years are critical for children’s school readiness, as they are predictive of their literacy skills throughout the elementary school years (Griffin et al., 2004).”
Children’s oral narrative and reading skills in the first 3 years of reading instruction (2010, background): “Our aim was to replicate and extend Griffin et al.’s (2004) findings with a larger sample, and to explore these relationships concurrently and longitudinally at different ages in the first 3 years of reading instruction.”
Effects of an Individualized Narrative Intervention on Children’s Storytelling and Comprehension Skills (2013, background): “…foundation narrative skills, including storytelling and story comprehension, provide for reading and reading comprehension (Bishop & edmundson, 1987; Fazio et al., 1996; griffin et al., 2004; Mehta et al., 2005), teacher-implemented narrative interventions are well suited for preschool classrooms.”
Maternal Elaborative Reminiscing Increases Low-Income Children's Narrative Skills Relative to Dialogic Reading (2010, background): “Children who demonstrate a better understanding of story structure are more advanced readers later on, even after controlling for their vocabulary and syntactic skill (Griffin et al., 2004; Reese et al., 2009).”
Elaboration and Autonomy Support in Low-Income Mothers' Reminiscing: Links to Children's Autobiographical Narratives (2009, background): “Because the ability to tell coherent and complete narratives about personally experienced past events is linked to children's later literacy and school achievement (Fivush et al, 2006 ; Griffin, Hemphill, Camp, & Wolf, 2004 ; O'Neill, Pearce, & Pick, 2004; Tabors, Snow, & Dickinson, 2001 ), not j”