The Unique Role of Early Spelling in the Prediction of Later Literacy Performance
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| Title: | The Unique Role of Early Spelling in the Prediction of Later Literacy Performance |
|---|---|
| Language: | English |
| Authors: | Treiman, Rebecca, Hulslander, Jacqueline, Olson, Richard K., Willcutt, Erik G., Byrne, Brian, Kessler, Brett |
| Source: | Scientific Studies of Reading. 2019 23(5):437-444. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education Grade 1 Grade 2 Grade 4 Intermediate Grades Grade 9 High Schools Junior High Schools Middle Schools Secondary Education Preschool Education |
| Descriptors: | Reading Achievement, Spelling, Predictor Variables, Kindergarten, Grade 1, Grade 2, Grade 4, Grade 9, Phonological Awareness, Phoneme Grapheme Correspondence, Vocabulary Skills, Preschool Children, Twins, Females, Longitudinal Studies, Achievement Tests, Literacy, Screening Tests, Cognitive Development, Intelligence Tests |
| Geographic Terms: | Colorado |
| Assessment and Survey Identifiers: | Woodcock Johnson Tests of Achievement, Wechsler Preschool and Primary Scale of Intelligence |
| DOI: | 10.1080/10888438.2019.1573242 |
| ISSN: | 1088-8438 |
| Abstract: | We examined the predictive value of early spelling for later reading performance by analyzing data from 970 U.S. children whose spelling was assessed in the summer following the completion of kindergarten (M age = 6 years; 3 months). The word reading performance of most of the children was then tested after the completion of Grade 1 (age 7;5), Grade 2 (8;5), Grade 4 (10;5), and Grade 9 (15;5). A computer-scored measure of postkindergarten spelling was a significant predictor of later reading performance even after taking into account postkindergarten phonological awareness, reading, and letter-sound knowledge and prekindergarten vocabulary. The results suggest that, by the end of kindergarten, spelling is more than just a proxy for phonological awareness and letter-sound knowledge. Given the information that spelling provides, it should be considered for inclusion when screening children for future literacy problems. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | EJ1227123 |
| Database: | ERIC |
| Abstract: | We examined the predictive value of early spelling for later reading performance by analyzing data from 970 U.S. children whose spelling was assessed in the summer following the completion of kindergarten (M age = 6 years; 3 months). The word reading performance of most of the children was then tested after the completion of Grade 1 (age 7;5), Grade 2 (8;5), Grade 4 (10;5), and Grade 9 (15;5). A computer-scored measure of postkindergarten spelling was a significant predictor of later reading performance even after taking into account postkindergarten phonological awareness, reading, and letter-sound knowledge and prekindergarten vocabulary. The results suggest that, by the end of kindergarten, spelling is more than just a proxy for phonological awareness and letter-sound knowledge. Given the information that spelling provides, it should be considered for inclusion when screening children for future literacy problems. |
|---|---|
| ISSN: | 1088-8438 |
| DOI: | 10.1080/10888438.2019.1573242 |
