Understanding individual differences in the earliest stages of literacy acquisition

girls on desk looking at notebook
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Dr Daisy Powell

Research has shown that children who struggle with reading at the beginning of schooling often still have difficulties many years later. It’s therefore very important to be able to identify children at risk of reading difficulties as early as possible, and to understand what might be causing these early difficulties. We carried out a longitudinal study involving very young children who were attending nursery at local primary schools when we first assessed them. This project investigated the role of cognitive factors like RAN and phonological awareness, but also considered children’s social cognition, and also environmental factors such as the home literacy environment.