The Unique Role of Early Spelling in the Prediction of Later Literacy Performance

Autor/inn/en	Treiman, Rebecca; Hulslander, Jacqueline; Olson, Richard K.; Willcutt, Erik G.; Byrne, Brian; Kessler, Brett
Titel	The Unique Role of Early Spelling in the Prediction of Later Literacy Performance
Quelle	In: Scientific Studies of Reading, 23 (2019) 5, S.437-444 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2019.1573242
Schlagwörter	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; Colorado; Woodcock Johnson Tests of Achievement; Wechsler Preschool and Primary Scale of Intelligence + Suchen Sie Ihr Suchwort? Leseleistung; Schreibweise; Prädiktor; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 04; 4. Schuljahr; Schuljahr 04; School year 09; 9. Schuljahr; Schuljahr 09; Aktiver Wortschatz; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Twin; Zwilling; Weibliches Geschlecht; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Alphabetisierung; Schreib- und Lesefähigkeit; Screening-Verfahren; Kognitive Entwicklung; Intelligence test; Intelligenztest
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01