Predicting Kindergarteners' End-Of-Year Spelling Ability Based On Their Reading, Alphabetic, Vocabulary, And Phonological Awareness Skills, As Well As Prior Literacy Experiences

Stephanie, Al Otaiba and Puranik, Cynthia S. and Rouby, D. Aaron and Greulich, Luana and Sidler, Jessica F. and Lee, Julia Ai Cheng (2010) Predicting Kindergarteners' End-Of-Year Spelling Ability Based On Their Reading, Alphabetic, Vocabulary, And Phonological Awareness Skills, As Well As Prior Literacy Experiences. Learning Disability Quarterly, 33 (3). pp. 171-183. ISSN 0731-9487

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Official URL: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC41597...

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.

Item Type: E-Article
Uncontrolled Keywords: home literacy, parental education, kindergartner's, reading development, unimas, university, universiti, Borneo, Malaysia, Sarawak, Kuching, Samarahan, ipta, education, research, Universiti Malaysia Sarawak.
Subjects: L Education > L Education (General)
Divisions: Academic Faculties, Institutes and Centres > Faculty of Cognitive Sciences and Human Development
Depositing User: Ai Cheng
Date Deposited: 24 Sep 2018 00:52
Last Modified: 24 Sep 2018 02:14
URI: http://ir.unimas.my/id/eprint/21670

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