Developmental Steps in Learning To Read: A Longitudinal Study in Kindergarten and First Grade.

Morris, Darrell; Bloodgood, Janet W.; Lomax, Richard G.; Perney, Jan

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Peer reviewed

ERIC Number: EJ671306

Record Type: CIJE

Publication Date: 2003

Pages: N/A

Abstractor: N/A

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ISSN: ISSN-0034-0553

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Developmental Steps in Learning To Read: A Longitudinal Study in Kindergarten and First Grade.

Morris, Darrell; Bloodgood, Janet W.; Lomax, Richard G.; Perney, Jan

Reading Research Quarterly, v38 n3 p302-28 Jul-Sep 2003

Tests a hypothesis about the growth of word knowledge in kindergarten and first graders. Notes that it was predicted that phoneme awareness develops in phases and that ability to finger-point read interacts with phoneme awareness in the development of early reading skill. Concludes that structural equation modeling showed that the longitudinal data fit the hypothesized model. (PM)

Descriptors: Emergent Literacy, Instructional Effectiveness, Invented Spelling, Longitudinal Studies, Phonemes, Phonemic Awareness, Primary Education, Reading Skills, Word Recognition

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

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