Literaturnachweis - Detailanzeige
| Autor/inn/en | MacDonald, Heidi H.; Sullivan, Amanda L.; Watkins, Marley W. |
|---|---|
| Titel | Multivariate Screening Model for Later Word Reading Achievement: Predictive Utility of Prereading Skills and Cognitive Ability |
| Quelle | In: Journal of Applied School Psychology, 29 (2013) 1, S.52-71 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1537-7903 |
| DOI | 10.1080/15377903.2013.751476 |
| Schlagwörter | Screening Tests; Reading Achievement; Prereading Experience; Cognitive Ability; Multivariate Analysis; Multiple Regression Analysis; Rhyme; Phonemic Awareness; Naming; Alphabets; Reading Skills; Reading Fluency; At Risk Students; Kindergarten; Grade 1; Elementary School Students; Predictive Validity; Predictor Variables; Followup Studies; Woodcock Reading Mastery Test |
| Abstract | The present study used multiple regression to determine the predictive value of Kindergarten phonemic awareness, rapid serial naming, letter knowledge, and cognitive ability for predicting first-grade word reading and fluency. Participants were 131 first-grade students from a mid-Atlantic school system. A combination of predictor variables was found to be more effective than single measures in predicting later word reading and reading fluency, with cognitive ability, phonemic awareness, and letter knowledge contributing significantly to the prediction of skill. The results underscore the need to use a multivariate battery, rather than any single measure, along with consideration of intelligence, to identify children for early intervention. (Contains 3 tables.) (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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