Literaturnachweis - Detailanzeige
| Autor/inn/en | Oh, Deborah; Haager, Diane; Windmeuller, Michelle |
|---|---|
| Titel | A Longitudinal Study Predicting Reading Success for English-Language Learners from Kindergarten to Grade 1 |
| Quelle | In: Multiple Voices for Ethnically Diverse Exceptional Learners, 10 (2007) 1-2, S.107-124 (18 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1547-1888 |
| Schlagwörter | Reading Fluency; Reading Achievement; Phonemic Awareness; Path Analysis; Kindergarten; Emergent Literacy; Grade 1; Reading Instruction; Longitudinal Studies; Predictor Variables; Vocabulary Development |
| Abstract | This article reports findings from a longitudinal investigation of predictors of reading achievement for English-language learners receiving reading instruction in an English-language curriculum. Using the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) assessments, the study examined the predictive relationships of various measures of reading and vocabulary from the beginning of kindergarten to the end of first grade. Regression and path analysis models demonstrated that rapid letter naming was a salient predictor, whereas phonemic awareness, typically a strong predictor of reading achievement, played a diminished role. By first grade, the ability to decode simple words was a strong predictor, and by mid-first grade, reading fluency was a strong predictor. Oral vocabulary was not predictive of reading outcomes in kindergarten or first grade. (Contains 8 tables and 3 figures.) (As Provided). |
| Anmerkungen | Division for Culturally and Linguistically Diverse Learners, Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: multiplevoices1@austin.utexas.edu; Web site: http://www.cec.sped.org/ddel |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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