Predicting Kindergarteners' End-of-Year Spelling Ability Based on Their Reading, Alphabetic, Vocabulary, and Phonological Awareness Skills, as Well as Prior Literacy Experiences

Autor/inn/en	Al Otaiba, Stephanie; Puranik, Cynthia S.; Rouby, D. Aaron; Greulich, Luana; Sidler, Jessica F.; Lee, Julia
Titel	Predicting Kindergarteners' End-of-Year Spelling Ability Based on Their Reading, Alphabetic, Vocabulary, and Phonological Awareness Skills, as Well as Prior Literacy Experiences
Quelle	In: Learning Disability Quarterly, 33 (2010) 3, S.171-183 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
Schlagwörter	Kindergarten; Preschool Children; Spelling; Prediction; Reading Skills; Vocabulary; Phonological Awareness; Educational Attainment; Parent Background; Reading Difficulties; Invented Spelling; At Risk Students; Literacy + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Schreibweise; Vorhersage; Reading skill; Lesefertigkeit; Wortschatz; Bildungsabschluss; Bildungsgut; Elternhaus; Reading difficulty; Leseschwierigkeit; Rechtschreibdidaktik; Alphabetisierung; Schreib- und Lesefähigkeit
Abstract	This study examined the role of home literacy, parental education, and demographic factors in addition to conventional literacy skills at the beginning and end of kindergarten in predicting end-of-kindergarten spelling achievement. The study involved 9 schools and 29 classrooms serving an economically and ethnically diverse population (N = 288). Students spelled three types of words: sight words, decodable real words, and decodable pseudowords; spellings were scored to allow partial credit for invented spelling. Results from a three-step hierarchical regression indicated the variables accounted for 66% of the variance in spelling scores, with the single strongest spring predictor being a 1-minute letter-sound fluency test. Implications for instruction and for identifying students at risk for spelling and reading difficulties are discussed. (Contains 4 tables and 1 figure.) (As Provided).
Anmerkungen	Council for Learning Disabilities. P.O. Box 4014, Leesburg, VA 20177. Tel: 571-258-1010; Fax: 571-258-1011; Web site: http://www.cldinternational.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10