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Direct linkKim, Young-Suk; Al Otaiba, Stephanie; Puranik, Cynthia; Folsom, Jessica Sidler; Gruelich, Luana – Reading and Writing: An Interdisciplinary Journal, 2014
In the present study we examined the relation between alphabet knowledge fluency (letter names and sounds) and letter writing automaticity, and unique relations of letter writing automaticity and semantic knowledge (i.e., vocabulary) to word reading and spelling over and above code-related skills such as phonological awareness and alphabet…
Descriptors: Alphabets, Vocabulary Development, Phonological Awareness, Spelling
Kent, Shawn; Wanzek, Jeanne; Petscher, Yaacov; Al Otaiba, Stephanie; Kim, Young-Suk – Reading and Writing: An Interdisciplinary Journal, 2014
In the present study, we examined the influence of kindergarten component skills on writing outcomes, both concurrently and longitudinally to first grade. Using data from 265 students, we investigated a model of writing development including attention regulation along with students' reading, spelling, handwriting fluency, and oral language…
Descriptors: Oral Language, Attention Control, Kindergarten, Elementary School Students
Mesmer, Heidi Anne E.; Williams, Thomas O. – Reading Psychology, 2014
This study tested a hypothesized model examining reading proficiency across first grade. It addressed how alphabetics at the beginning of the year were mediated by applied and automated skills at the middle of the year to explain actualized reading at the end of the year. The alphabetic skills of 102 first graders were measured in October and the…
Descriptors: Reading Ability, Grade 1, Elementary School Students, Reading Fluency
Hofslundsengen, Hilde; Hagtvet, Bente Eriksen; Gustafsson, Jan-Eric – Reading and Writing: An Interdisciplinary Journal, 2016
This study examined the effects of a 10 week invented writing program with five-year-old preschoolers (mean age 5.7 years) on their immediate post intervention literacy skills and also the facilitative effects of the intervention on the subsequent learning to read during the first 6 months of schooling. The study included 105 children (54 girls)…
Descriptors: Preschool Children, Writing Instruction, Intervention, Invented Spelling
Kim, Helyn; Murrah, William M.; Cameron, Claire E.; Brock, Laura L.; Cottone, Elizabeth A.; Grissmer, David – Journal of Psychoeducational Assessment, 2015
Children's early motor competence is associated with social development and academic achievement. However, few studies have examined teacher reports of children's motor skills. This study evaluated the psychometric properties of the Motor Skills Rating Scale (MSRS), a 19-item measure of children's teacher-reported motor skills in the classroom.…
Descriptors: Psychomotor Skills, Rating Scales, Measures (Individuals), Mathematics Achievement
Download full textKim, Young-Suk; Al Otaiba, Stephanie; Puranik, Cynthia; Folsom, Jessica Sidler; Gruelich, Luana – Grantee Submission, 2013
In the present study we examined the relation between alphabet knowledge fluency (letter names and sounds) and letter writing automaticity, and unique relations of letter writing automaticity and semantic knowledge (i.e., vocabulary) to word reading and spelling over and above code-related skills such as phonological awareness and alphabet…
Descriptors: Correlation, Alphabets, Phonological Awareness, English
