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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
FullText Text:
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DbLabel: ERIC
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PubType: Academic Journal
PubTypeId: academicJournal
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  Data: The Unique Role of Early Spelling in the Prediction of Later Literacy Performance
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  Data: <searchLink fieldCode="AR" term="%22Treiman%2C+Rebecca%22">Treiman, Rebecca</searchLink><br /><searchLink fieldCode="AR" term="%22Hulslander%2C+Jacqueline%22">Hulslander, Jacqueline</searchLink><br /><searchLink fieldCode="AR" term="%22Olson%2C+Richard+K%2E%22">Olson, Richard K.</searchLink><br /><searchLink fieldCode="AR" term="%22Willcutt%2C+Erik+G%2E%22">Willcutt, Erik G.</searchLink><br /><searchLink fieldCode="AR" term="%22Byrne%2C+Brian%22">Byrne, Brian</searchLink><br /><searchLink fieldCode="AR" term="%22Kessler%2C+Brett%22">Kessler, Brett</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Scientific+Studies+of+Reading%22"><i>Scientific Studies of Reading</i></searchLink>. 2019 23(5):437-444.
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  Data: 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
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  Data: Y
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  Label: Page Count
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  Data: 8
– Name: DatePubCY
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  Data: 2019
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+9%22">Grade 9</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink>
– Name: Subject
  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Reading+Achievement%22">Reading Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Spelling%22">Spelling</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+9%22">Grade 9</searchLink><br /><searchLink fieldCode="DE" term="%22Phonological+Awareness%22">Phonological Awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Phoneme+Grapheme+Correspondence%22">Phoneme Grapheme Correspondence</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+Skills%22">Vocabulary Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Twins%22">Twins</searchLink><br /><searchLink fieldCode="DE" term="%22Females%22">Females</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+Studies%22">Longitudinal Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Tests%22">Achievement Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Screening+Tests%22">Screening Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Development%22">Cognitive Development</searchLink><br /><searchLink fieldCode="DE" term="%22Intelligence+Tests%22">Intelligence Tests</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Colorado%22">Colorado</searchLink>
– Name: SubjectThesaurus
  Label: Assessment and Survey Identifiers
  Group: Su
  Data: <searchLink fieldCode="SU" term="%22Woodcock+Johnson+Tests+of+Achievement%22">Woodcock Johnson Tests of Achievement</searchLink><br /><searchLink fieldCode="SU" term="%22Wechsler+Preschool+and+Primary+Scale+of+Intelligence%22">Wechsler Preschool and Primary Scale of Intelligence</searchLink>
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  Label: DOI
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  Data: 10.1080/10888438.2019.1573242
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1088-8438
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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  Label: Entry Date
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  Data: 2019
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  Data: EJ1227123
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1227123
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
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        Value: 10.1080/10888438.2019.1573242
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 8
        StartPage: 437
    Subjects:
      – SubjectFull: Reading Achievement
        Type: general
      – SubjectFull: Spelling
        Type: general
      – SubjectFull: Predictor Variables
        Type: general
      – SubjectFull: Kindergarten
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      – SubjectFull: Grade 9
        Type: general
      – SubjectFull: Phonological Awareness
        Type: general
      – SubjectFull: Phoneme Grapheme Correspondence
        Type: general
      – SubjectFull: Vocabulary Skills
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      – SubjectFull: Preschool Children
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      – SubjectFull: Twins
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      – SubjectFull: Females
        Type: general
      – SubjectFull: Longitudinal Studies
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