Latent Class Growth Trajectories of Letter Name Knowledge During Pre-Kindergarten and Kindergarten.
Abstract
A major developmental task for young children in the United States involves the acquisition
of knowledge about the letters in the English alphabet. In the current study, we examined
the growth trajectories of children's letter name knowledge (LNK) during pre-kindergarten
and kindergarten. A diverse sample of 1,015 children was drawn from the National Center
for Early Development and Learning Multi-State Study of Pre-Kindergarten. Latent class
growth analyses were used to identify three heterogeneous classes of children based
on their LNK growth trajectories. Children's fall-of-pre-kindergarten language skills
were associated with trajectory class membership, which in turn was associated with
children's spring-of-kindergarten literacy skills. We also found that the association
between children's fall-of-pre-kindergarten language skills and spring-of-kindergarten
literacy skills was partially mediated by trajectory class membership. These findings
point to the importance of LNK skill development as a marker variable to monitor and
support children's emergent literacy development.
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https://hdl.handle.net/10161/23714Published Version (Please cite this version)
10.1016/j.appdev.2020.101141Publication Info
Carr, Robert C; Bratsch-Hines, Mary; Varghese, Cheryl; & Vernon-Feagans, Lynne (2020). Latent Class Growth Trajectories of Letter Name Knowledge During Pre-Kindergarten
and Kindergarten. Journal of applied developmental psychology, 69. pp. 101141-101141. 10.1016/j.appdev.2020.101141. Retrieved from https://hdl.handle.net/10161/23714.This is constructed from limited available data and may be imprecise. To cite this
article, please review & use the official citation provided by the journal.
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