Shyness as a continuous dimension and emergent literacy in young children: is there a relation? | Zendy

Spere Katherine | Zendy; Evans Mary Ann | Zendy

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Shyness as a continuous dimension and emergent literacy in young children: is there a relation?

Author(s) -

Spere Katherine,

Evans Mary Ann

Publication year - 2009

Publication title -

infant and child development

Language(s) - English

Resource type - Journals

SCImago Journal Rank - 0.87

H-Index - 57

eISSN - 1522-7219

pISSN - 1522-7227

DOI - 10.1002/icd.621

Subject(s) - psychology , fluency , shyness , phonological awareness , vocabulary , literacy , developmental psychology , reading (process) , vocabulary development , phonemic awareness , linguistics , anxiety , teaching method , mathematics education , pedagogy , philosophy , psychiatry

The present study assessed 89 children in a short‐term longitudinal study from Junior Kindergarten (age 4–5 years) through Grade 1 (age 6–7 years) using a variety of tests of emergent literacy. Children were assessed for reading skill (a composite of word recognition, decoding, and letter‐sound knowledge), phonological awareness, and oral language (i.e. both receptive and expressive vocabulary as well as syntax and fluency). Shyness was treated as a continuous variable rather than contrasting extreme groups of shy and non‐shy children. Shyness was modestly related to vocabulary, verbal fluency, and phonological awareness. Results suggest that among young children the association of greater shyness with compromised skill development potentially extends beyond the vocabulary domain to include emergent literacy more broadly. Copyright © 2009 John Wiley & Sons, Ltd.

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