Relations between reading skill level in fifth grade and functional language skills at toddler age

The study investigates how the reading skills of Norwegian Year 5 pupils are linked to how they used their language when playing and doing daily activities as toddlers. The research question is: What is the relationship between Year 5 reading skills and functional language skills in early childhood?

The results show that children who had poor reading skills in Year 5 also had a lower level of language proficiency as toddlers compared to children with strong reading skills. Children with moderate reading skills were positioned between the other two groups in language skills. The results indicate a need for early intervention starting from early childhood to ensure better reading skills at school age.

The study is part of the longitudinal research project called The Stavanger Project, which focuses on children’s development from 2–10 years of age. 851 children were included in the study and the data were collected when the children were 33 months of age, and in Year 5 of primary school. To collect data on kindergarten children’s language skills, kindergarten staff observed children in play and everyday activities over a three-month period. The TRAS (Early Registration of Language Skills) observation tool was used to observe key aspects of the children’s language development. To assess the reading skills of the Year 5 pupils, standardised compulsory national tests were used.

Reikerås, E., & Dahle, A. E. (2022). Relations between reading skill level in fifth grade and functional language skills at toddler age. European Early Childhood Education Research Journal, 30(6), 961–974.