We found a match
Your institution may have access to this item. Find your institution then sign in to continue.
- Title
Prediction of kindergarten and first-grade reading skills: unique contributions of preschool writing and early-literacy skills.
- Authors
Hand, Eric D.; Lonigan, Christopher J.; Puranik, Cynthia S.
- Abstract
Researchers have argued that writing skills have significant implications for developing reading skills. A growing body of research has provided evidence that writing skills, in particular invented spelling, provide unique predictive information regarding future reading skills. This study examined which preschool early writing skills (i.e., name writing, letter writing, and invented spelling) had unique predictive relations with kindergarten and first-grade reading outcomes beyond the predictive contributions of preschool early literacy skills. A total of 252 preschool-age children (mean age = 58.62 months, SD = 3.60) were assessed on early literacy skills and early writing skills. Children completed measures of conventional reading skills in kindergarten and the first grade. Multi-level regression analyses were used to examine the degree to which early writing skills uniquely contributed to later reading outcomes. Results indicated that preschool children's invented spelling contributed unique variance to later reading outcomes beyond the contributions of early literacy skills. The results of this study suggest that, in addition to measures of early literacy skills, measures of invented spelling may be useful in the early identification of children at risk of reading difficulties.
- Subjects
KINDERGARTEN; PHONOLOGICAL awareness; PRESCHOOL children; PRESCHOOLS; EMERGENT literacy; KINDERGARTEN facilities
- Publication
Reading & Writing, 2024, Vol 37, Issue 1, p25
- ISSN
0922-4777
- Publication type
Article
- DOI
10.1007/s11145-022-10330-1