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| Developmental Psychology | 2 |
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| Anthony, Jason L. | 1 |
| Burgess, Stephen R. | 1 |
| Lonigan, Christopher J. | 1 |
| Storch, Stacey A. | 1 |
| Whitehurst, Grover J. | 1 |
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| Journal Articles | 2 |
| Reports - Research | 2 |
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Oral Language and Code-Related Precursors to Reading: Evidence from a Longitudinal Structural Model.
Peer reviewedStorch, Stacey A.; Whitehurst, Grover J. – Developmental Psychology, 2002
This longitudinal study of children from preschool through fourth grade examined code-related and oral language precursors to reading. Findings indicated that the relationship between code-related precursors and oral language is strong during preschool. During early elementary school, reading ability is predominately determined by kindergarten…
Descriptors: Decoding (Reading), Elementary School Students, Emergent Literacy, Longitudinal Studies
Peer reviewedLonigan, Christopher J.; Burgess, Stephen R.; Anthony, Jason L. – Developmental Psychology, 2000
Examined the joint and unique predictive significance of emergent literacy skills for later emergent literacy skills and reading in two samples of preschoolers. Structural equation modeling revealed significant developmental continuity of these skills, particularly for letter knowledge and phonological sensitivity from late preschool to early…
Descriptors: Cognitive Development, Decoding (Reading), Developmental Continuity, Emergent Literacy
