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Skibbe L, Grimm K, Bowles R, et al. Literacy Growth in the Academic Year versus Summer from Preschool through Second Grade: Differential Effects of Schooling across Four Skills. Sci Stud Read. 2012;16(2):141-165doi: 10.1080/10888438.2010.543446.
Skibbe, L., Grimm, K., Bowles, R., & Morrison, F. (2012). Literacy Growth in the Academic Year versus Summer from Preschool through Second Grade: Differential Effects of Schooling across Four Skills. Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading, 16(2), 141-165. https://doi.org/10.1080/10888438.2010.543446
Skibbe, Lori, et al. "Literacy Growth in the Academic Year versus Summer from Preschool through Second Grade: Differential Effects of Schooling across Four Skills." Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading vol. 16,2 (2012): 141-165. doi: https://doi.org/10.1080/10888438.2010.543446
Skibbe L, Grimm K, Bowles R, Morrison F. Literacy Growth in the Academic Year versus Summer from Preschool through Second Grade: Differential Effects of Schooling across Four Skills. Sci Stud Read. 2012 Jan 01;16(2):141-165. doi: 10.1080/10888438.2010.543446. PMID: 23645979; PMCID: PMC3640607.
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Sci Stud Read. 2012 Jan 01;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.

Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading

Lori Skibbe, Kevin Grimm, Ryan Bowles, Frederick Morrison

Affiliations

  1. Michigan State University.

PMID: 23645979 PMCID: PMC3640607 DOI: 10.1080/10888438.2010.543446

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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