Profiles of literacy skills among Chinese preschoolers: Antecedents and consequences of profile membership.

Abstract This study aimed to identify distinct early literacy profiles among Chinese preschoolers based on receptive vocabulary, expressive vocabulary, and Chinese character recognition using latent profile analyses. We further explored family-related predictors of children's profile classifications and the relations between children's profile classifications and their mathematical and science skills. This study involved 656 Chinese preschoolers (Mean age = 5.04 years; 49.1% girls). Four profiles emerged: (1) Lowest Overall (24.1%), (2) Low Average (43.9%), (3) High Vocabulary, Average Chinese Character Recognition (23.5%), and (4) Highest Overall (8.5%). Family SES and home literacy activities were related to children's profile classifications. Profile classifications predicted children's mathematical and science skills. Effect sizes for significant findings ranged from medium to very large. The emerged profiles highlighted the considerable heterogeneity of early literacy skills. The findings indicated the need of providing differential home literacy activities and classroom instruction to children with distinct profiles. Highlights • There are four distinct profiles of Chinese preschoolers' early literacy skills • Family SES, parenting, and home literacy activities relate to the profiles • Profile classifications predict child mathematics and science skills [ABSTRACT FROM AUTHOR]