Growth in early reading skills from kindergarten to third grade

Speece, Deborah L.; Ritchey, Kristen D.; Cooper, David H.; Roth, Froma P.; Schatschneider, Christopher

doi:10.1016/j.cedpsych.2003.07.001

Cited by 70Reading and Literacy DevelopmentEarly Childhood Education and DevelopmentLanguage Development and Disorders

Growth in early reading skills from kindergarten to third grade

Speece, Deborah L., Ritchey, Kristen D., Cooper, David H., Roth, Froma P., Schatschneider, Christopher·2004·Contemporary Educational Psychology

DOI 10.1016/j.cedpsych.2003.07.001

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“Speece et al. (2004) examined growth from Grade 1 to Grade 3 in English monolinguals.”
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“Studies showed that phonological awareness is a main predictor for the acquisition of reading (Byrne & Fielding-Barnsley, 1993; Speece, Richey, Cooper, Roth, & Schatschneider, 2004 ).”
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“Early family literacy experience, such as exposure to books, helps children to develop language skills which are directly related to subsequent reading profi ciency in elementary schools (Senechal and LeFevre, 2002; Speece et al., 2004).”
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“…comprehension performance has identified the home literacy environment as a factor (Katzir, Lesaux, and Kim 2009; Sénéchal 2006; Speece et al. 2004; van Steensel 2006), but it has not yet been investigated among bilinguals in its potential relationship with reading…”
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“vocabulary) have a longterm and strong impact on reading comprehension skills even in second or third grade via an independent path from decoding skills (Kendeou et al. 2009; NICHD ECCRN 2005; Poe et al. 2004; Sénéchal and LeFevre 2001; Speece et al. 2004).”
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“It is also stated in the literature that children’s attitudes and achievements towards literacy are related to how their families approach to reading and writing and to the materials they present to their children (Dickinson & McCabe, 2001; Powell, 2012; Schick, 2014; Speece et al., 2004).”
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“Early reading development has been linked to both future reading skills and academic achievement in general (Cunningham & Stanovich, 1997; Speece et al., 2004; Stevenson & Newman, 1986).”
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Authors: Speece, D. L., Ritchey, K. D., Cooper, D. H., Roth, F. P., & Schatschneider, C.
Affiliations: University of Maryland, College Park (US)
Rutgers, The State University of New Jersey (US)
Florida State University (US)
Corresponding author: Speece, Deborah L.
ORCID: Schatschneider, Christopher
Venue: Contemporary Educational Psychology
Publisher: Elsevier BV
Published: 2004-07
Volume: 29
Issue: 3
Pages: 312-332
ISSN: 0361-476X (ISSN-L)
DOI: 10.1016/j.cedpsych.2003.07.001
OpenAlex: W2023387339
Cited by: 70
References: 46
Citations by year: 2026: 2 · 2025: 2 · 2024: 1 · 2023: 2 · 2022: 1 · 2021: 2 · 2019: 2 · 2018: 5 · 2017: 2 · 2016: 5 · 2015: 8 · 2014: 7 · 2013: 6 · 2012: 1
FWCI: 1.23
Type: journal article
Language: en
Open access: closed
Licence: www.elsevier.com/tdm/userlicense/1.0/ (tdm)
www.elsevier.com/legal/tdmrep-license (tdm)
Locations: Contemporary Educational Psychology (publishedVersion)
Topics: Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
Social Sciences › Education › Early Childhood Education and Development
Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
Keywords: early reading development, letter-word identification, word attack, passage comprehension, family literacy, emergent literacy, phonological awareness, spoken language, spelling, kindergarten to third grade

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