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Direct linkOuellette, Gene; Sénéchal, Monique – Developmental Psychology, 2017
In this study we evaluated whether the sophistication of children's invented spellings in kindergarten was predictive of subsequent reading and spelling in Grade 1, while also considering the influence of well-known precursors. Children in their first year of schooling (mean age = 66 months; N = 171) were assessed on measures of oral vocabulary,…
Descriptors: Invented Spelling, Kindergarten, Predictor Variables, Reading Ability
Fracasso, Lucille E.; Bangs, Kathryn; Binder, Katherine S. – Journal of Learning Disabilities, 2016
The Adult Basic Education (ABE) population consists of a wide range of abilities with needs that may be unique to this set of learners. The purpose of this study was to better understand the relative contributions of phonological decoding and morphological awareness to spelling, vocabulary, and comprehension across a sample of ABE students. In…
Descriptors: Adult Basic Education, Intervention, Phonological Awareness, Morphology (Languages)
The Role of Prek Spanish in Predicting First Grade English Word Reading among Dual Language Learners
Download full textMesa, Carol; Yeomans-Maldonado, Gloria – Grantee Submission, 2019
Purpose: The purpose of the current study was to examine the role that the first language (L1), Spanish, at Pre-Kindergarten plays in predicting second language (L2), English, word reading in first grade. In addition, it examines the role of conceptual vocabulary in predicting word reading in English. Method: As part of a longitudinal study of…
Descriptors: Spanish, Native Language, Preschool Education, Language Role
Steacy, Laura M.; Kearns, Devin M.; Gilbert, Jennifer K.; Compton, Donald L.; Cho, Eunsoo; Lindstrom, Esther R.; Collins, Alyson A. – Journal of Educational Psychology, 2017
Models of irregular word reading that take into account both child- and word-level predictors have not been evaluated in typically developing children and children with reading difficulty (RD). The purpose of the present study was to model individual differences in irregular word reading ability among 5th grade children (N = 170), oversampled for…
Descriptors: Individual Differences, Word Recognition, Word Frequency, Predictor Variables
Wood, Carla L.; Gabas, Clariebelle M. – Educational Research, 2017
Background: Reading attitudes are recognised as an influencing factor on the language and literacy achievement of school age monolingual English-speaking children. The relationship between reading attitudes and achievement in young Spanish-speaking English Learners (ELs) remains understudied. Purpose: The aim of the current study was to describe…
Descriptors: Reading Attitudes, Bilingualism, Positive Attitudes, Recreational Reading
Inoue, Tomohiro; Georgiou, George K.; Parrila, Rauno; Kirby, John R. – Scientific Studies of Reading, 2018
We examined the developmental relationships between home literacy environment (parent teaching, shared book reading) and emergent literacy skills (phonological awareness, letter knowledge, vocabulary, rapid naming speed) in kindergarten, reading accuracy and fluency in Grade 1, and reading comprehension in Grades 2 and 3 in a sample of Canadian…
Descriptors: Family Environment, Emergent Literacy, Reading Skills, Reading Fluency
Hipfner-Boucher, Kathleen; Milburn, Trelani; Weitzman, Elaine; Greenberg, Janice; Pelletier, Janette; Girolametto, Luigi – First Language, 2014
This study examines the relationship between complex oral language and phonological awareness in the preschool years. Specifically, the authors investigate the relationship between concurrent measures of oral narrative structure (based on measures of both story retell and generation), and measures of blending and elision in a sample of 89 children…
Descriptors: Oral Language, Preschool Children, Phonological Awareness, Memory
