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Preschool Literacy Experience and Later Reading Achievement

Hollis S. Scarborough, PhD, is currently an associate professor of psychology at Brooklyn College of the City University of New York. Address: Hollis Scarborough, Department of Psychology, Brooklyn College-CUNY, Brooklyn, NY 11210.

Wanda Dobrich

Wanda Dobrich, PhD, is a psychologist in private practice in Montclair, New Jersey.

Maria Hager

Maria Hager is a teacher at the Children's House Montessori School in New Brunswick, New Jersey.

During their children's preschool years, parents were asked about the frequencies of adult reading, parent-child reading, and children's solitary book activities in the home. Parental responses were compared for three groups of children defined according to the parents' reading skills and the children's reading achievement in Grade 2. The results indicated that the 22 preschoolers who became poorer readers had less frequent early literacy-related experiences than the 34 children who became better readers.

Journal of Learning Disabilities, Vol. 24, No. 8, 508-511 (1991)
DOI: 10.1177/002221949102400811


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