Christopher J. Lonigan

Bio: Christopher J. Lonigan is an academic researcher from Florida State University. The author has contributed to research in topics: Literacy & Reading (process). The author has an hindex of 62, co-authored 168 publications receiving 18069 citations. Previous affiliations of Christopher J. Lonigan include Vanderbilt University & Stony Brook University.

Child development and emergent literacy

Abstract: Emergent literacy consists of the skills, knowledge, and attitudes that are developmental precursors to reading and writing. This article offers a preliminary typology of children's emergent literacy skills, a review of the evidence that relates emergent literacy to reading, and a review of the evidence for linkage between children's emergent literacy environments and the development of emergent literacy skills. We propose that emergent literacy consists of at least two distinct domains: inside-out skills (e.g., phonological awareness, letter knowledge) and outside-in skills (e.g., language, conceptual knowledge). These different domains are not the product of the same experiences and appear to be influential at different points in time during reading acquisition. Whereas outside-in skills are associated with those aspects of children's literacy environments typically measured, little is known about the origins of inside-out skills. Evidence from interventions to enhance emergent literacy suggests that relatively intensive and multifaceted interventions are needed to improve reading achievement maximally. A number of successful preschool interventions for outside-in skills exist, and computer-based tasks designed to teach children inside-out skills seem promising. Future research directions include more sophisticated multidimensional examination of emergent literacy skills and environments, better integration with reading research, and longer-term evaluation of preschool interventions. Policy implications for emergent literacy intervention and reading education are discussed.

Development of emergent literacy and early reading skills in preschool children: evidence from a latent-variable longitudinal study.

Abstract: Although research has identified oral language, print knowledge, and phonological sensitivity as important emergent literacy skills for the development of reading, few studies have examined the relations between these aspects of emergent literacy or between these skills during preschool and during later reading. This study examined the joint and unique predictive significance of emergent literacy skills for both later emergent literacy skills and reading in two samples of preschoolers. Ninety-six children (mean age = 41 months, SD = 9.41) were followed from early to late preschool, and 97 children (mean age = 60 months, SD = 5.41) were followed from late preschool to kindergarten or first grade. Structural equation modeling revealed significant developmental continuity of these skills, particularly for letter knowledge and phonological sensitivity from late preschool to early grade school, both of which were the only unique predictors of decoding.

Relations of the home literacy environment (HLE) to the development of reading-related abilities: A one-year longitudinal study

Abstract: The home literacy environment (HLE) is an important variable in the development of a number of developmental and educational outcomes; however, a number of questions concerning its conceptualization and relations to diverse outcomes are unanswered. This study examined the relations of six different conceptualizations of the HLE to oral language, phonological sensitivity, and early literacy development in a longitudinal sample of 115 preschoolers. Multiple regression and correlational analyses indicated that each of the HLE conceptualizations was consistently related to the outcomes studied. However, the magnitude of the relations varied considerably across outcomes and when other developmental predictors were taken into account. These results indicate that future examinations of the HLE and its role in the development of language and literacy skills need to take into account the manner in which the home environment is conceptualized. El contexto de alfabetizacion del hogar (HLE) es una variable importante en el desarrollo de una cantidad de consecuencias evolutivas y educativas; sin embargo hay un gran numero de interrogantes sin respuesta referidos a su conceptualizacion y relaciones con los diversos efectos. Este estudio examino las relaciones de seis conceptualizaciones diferentes del HLE con el lenguaje oral, la sensibilidad fonologica y el desarrollo temprano de la lectoescritura en una muestra longitudinal de 115 ninos de Jardin. Los analisis de regresion multiple y correlacionales indicaron que cada una de las conceptualizaciones del HLE se relaciono consistentemente con los efectos estudiados. Sin embargo, la magnitud de las relaciones vario considerablemente segun los efectos, asi como tambien cuando se tuvieron en cuenta otros predictores evolutivos. Estos resultados indican que los estudios futuros sobre el HLE y su papel en el desarrollo de las habilidades de lenguaje y lectoescritura deben tomar en consideracion la forma en la que se conceptualiza el contexto del hogar. Die hausliche Schreib- und Leseumgebung (HLE = Home Literacy Environment) ist ein wichtiger Faktor bei der Gestaltung einer Anzahl entwicklungsbedingter und erzieherischer Folgeergebnisse; dennoch bleiben viele Fragen in Bezug auf ihre Konzeptualisierung und Relationen zu verschiedenen Auswirkungen unbeantwortet. Diese Studie untersucht die Relationen von sechs verschiedenen Konzeptualisierungen der HLE zur gesprochenen Sprache, phonologischen Sensitivitat und fruher Schreib- und Leseentwicklungen in einem Langzeitbeispiel mit 115 Vorschulern. Mehrfachregression und Korrelationsanalysen zeigten, dass jede der HLE Konzeptualisierungen mit den untersuchten Ergebnissen ubereinstimmte. Jedoch variierte das Ausmas der Beziehungen betrachtlich quer durch die Ergebnisse und sobald andere Entwicklungseinflusse in Rechnung gezogen wurden. Diese Ergebnisse zeigen, das zukunftige Untersuchungen der HLE und deren Rolle in der Entwicklung von Sprache und Schreib- bzw. Lesefertigkeiten die Umstande in Rechnung ziehen mussen, in der die hausliche Umgebung konzeptualisiert ist. L'environnement ecrit familial (EEF) est une variable importante du developpement de nombreux aspects du developpement et del'education toutefois, nombre de questions concernant sa conceptualisation et ses relations avec differents aspects demeurent sans reponses. Cette etude a porte sur les relations de six conceptualisations differentes de l'EEF sur le langage oral, la sensibilite phonologique, et les premiers developpements de la litteratie a l'aide d'un echantillon de 115 enfantsd'âge prescolaire suivis longitudinalement. Des analyses de regression multiple et des correlations ont montre que chacune des conceptualisations de l'EEF est fortement liee aux aspects etudies. Cependant, l'ampleur de ces relations varie considerablement d'un aspect a l'autre et quand d'autres predicteurs du developpement sont pris en consideration. Ces resultats montrent que les etudes ulterieures de l'EEF et de son role sur le developpement des competences en matiere de langage et de litteratie devront prendre en consideration la facon dont on conceptualise l'environnement familial.

Using Multivariate Statistics

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Preventing reading difficulties in young children

Abstract: 1 Front Matter 2 Executive Summary 3 Part I: Introduction to Reading 4 1. Introduction 5 2. The Process of Learning to Read 6 Part II: Who Are We Talking About? 7 3. Who Has Reading Difficulties? 8 4. Predictors of Success and Failure in Reading 9 Part III: Prevention and Intervention 10 5. Preventing Reading Difficulties Before Kindergarten 11 6. Instructional Strategies for Kindergarten and the Primary Grades 12 7. Organizational Strategies for Kindergarten and the Primary Grades 13 8. Helping Children with Reading Difficulties in Grades 1 to 3 14 Part IV: Knowledge into Action 15 9. The Agents of Change 16 10. Recommendations for Practice and Research 17 References 18 Biographical Sketches 19 Index

School Readiness and Later Achievement

Abstract: Using 6 longitudinal data sets, the authors estimate links between three key elements of school readiness--school-entry academic, attention, and socioemotional skills--and later school reading and math achievement In an effort to isolate the effects of these school-entry skills, the authors ensured that most of their regression models control for cognitive, attention, and socioemotional skills measured prior to school entry, as well as a host of family background measures Across all 6 studies, the strongest predictors of later achievement are school-entry math, reading, and attention skills A meta-analysis of the results shows that early math skills have the greatest predictive power, followed by reading and then attention skills By contrast, measures of socioemotional behaviors, including internalizing and externalizing problems and social skills, were generally insignificant predictors of later academic performance, even among children with relatively high levels of problem behavior Patterns of association were similar for boys and girls and for children from high and low socioeconomic backgrounds

Standards for educational and psychological testing

Abstract: Pedagosko i psiholosko testiranje i procjenjivanje spadaju među najvažnije doprinose znanosti o ponasanju nasem drustvu i pružaju temeljna i znacajna poboljsanja u odnosu na ranije postupke. Iako se ne može ustvrditi da su svi testovi dovoljno usavrseni niti da su sva testiranja razborita i korisna, postoji velika kolicina informacija koje ukazuju na ucinkovitost kvalitetnih instrumenata u onim situacijama u kojima je njihovo koristenje potkrijepljeno validacijskim podacima. Pravilna upotreba testova može dovesti do boljih odluka o pojedincima i programima nego sto bi to bio slucaj bez njihovog koristenja, a također i ukazati na put za siri i pravedniji pristup obrazovanju i zaposljavanju. Međutim, losa upotreba testova može dovesti do zamjetne stete nanesene ispitanicima i drugim sudionicima u procesu donosenja odluka na temelju testovnih podataka. Cilj Standarda je promoviranje kvalitetne i eticne upotrebe testova te uspostavljanje osnovice za ocjenu kvalitete postupaka testiranja. Svrha objavljivanja Standarda je uspostavljanje kriterija za evaluaciju testova, provedbe testiranja i posljedica upotrebe testova. Iako bi evaluacija prikladnosti testa ili njegove primjene trebala ovisiti prvenstveno o strucnim misljenjima, Standardi pružaju okvir koji osigurava obuhvacanje svih relevantnih pitanja. Bilo bi poželjno da svi autori, sponzori, nakladnici i korisnici profesionalnih testova usvoje Standarde te da poticu druge da ih također prihvate.

Implementation research: a synthesis of the literature.

Abstract: In the past few years several major reports highlighted the gap between our knowledge of effective treatments and services currently being received by consumers. These reports agree that we know much about interventions that are effective but make little use of them to help achieve important behavioral health outcomes for children families and adults nationally. This theme is repeated in reports by the Surgeon General (United States Department of Health and Human Services 1999; 2001) the National Institute of Mental Health [NIMH] National Advisory Mental Health Council Workgroup on Child and Adolescent Mental Health Intervention Development and Deployment (2001) Bernfeld Farrington & Leschied (2001) Institute of Medicine (2001) and the Presidents New Freedom Commission on Mental Health (2003). The authors call for applied research to better understand service delivery processes and contextual factors to improve the efficiency and effectiveness of program implementation at local state and national levels. Our understanding of how to develop and evaluate evidence-based intervention programs has been furthered by on-going efforts to research and refine programs and practices to define "evidence bases" and to designate and catalogue "evidence-based programs or practices". However the factors involved in successful implementation of these programs are not as well understood. Current views of implementation are based on the scholarly foundations prepared by Pressman & Wildavskys (1973) study of policy implementation Havelock & Havelocks (1973) classic curriculum for training change agents and Rogers (1983; 1995) series of analyses of factors influencing decisions to choose a given innovation. These foundations were tested and further informed by the experience base generated by pioneering attempts to implement Fairweather Lodges and National Follow-Through education models among others. Petersilia (1990) concluded that "The ideas embodied in innovative social programs are not self-executing." Instead what is needed is an "implementation perspective on innovation--an approach that views postadoption events as crucial and focuses on the actions of those who convert it into practice as the key to success or failure". (excerpt)