The Contributions of Vocabulary and Letter Writing Automaticity to Word Reading and Spelling for Kindergartners

Autor/inn/en	Kim, Young-Suk; Al Otaiba, Stephanie; Puranik, Cynthia; Folsom, Jessica Sidler; Gruelich, Luana
Titel	The Contributions of Vocabulary and Letter Writing Automaticity to Word Reading and Spelling for Kindergartners
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 27 (2014) 2, S.237-253 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-013-9440-9
Schlagwörter	Alphabets; Vocabulary Development; Phonological Awareness; Spelling; Correlation; Semantics; Structural Equation Models; Reading Processes; Written Language; Kindergarten; Reading Fluency + Suchen Sie Ihr Suchwort? Buchstabenschrift; Wortschatzarbeit; Schreibweise; Korrelation; Semantik; Leseprozess; Geschriebene Sprache
Abstract	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 knowledge. These questions were addressed using data from 242 English-speaking kindergartners and employing structural equation modeling. Results showed letter writing automaticity was moderately related to and a separate construct from alphabet knowledge fluency, and marginally (p= 0.06) related to spelling after accounting for phonological awareness, alphabet knowledge fluency, and vocabulary. Furthermore, vocabulary was positively and uniquely related to word reading and spelling after accounting for phonological awareness, alphabet knowledge fluency, and letter writing automaticity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10