The DOI matches its Crossref record; 47 of the 47 references it cites were found in a registry or an index.
Kindergarten Prediction of Reading Skills: A Longitudinal Comparative Analysis.
Abstract
There is considerable focus in public policy on screening children for reading difficulties. Sixty years of research have not resolved questions of what constructs assessed in kindergarten best predict subsequent reading outcomes. This study assessed the relative importance of multiple measures obtained in a kindergarten sample for the prediction of reading outcomes at the end of 1st and 2nd grades. Analyses revealed that measures of phonological awareness, letter sound knowledge, and naming speed consistently accounted for the unique variance across reading outcomes whereas measures of perceptual skills and oral language and vocabulary did not. These results show that measures of letter name and letter sound knowledge, naming speed, and phonological awareness are good predictors of multiple reading outcomes in Grades 1 and 2.
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Cites
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BackgroundOral language and code-related precursors to reading: Evidence from a longitudinal structural model.
Bracken, S. S., & Whitehurst, G. J. “. (2002) · Developmental Psychology · doi:10.1037//0012-1649.38.6.934 · Cited by 1,692
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Cited by
Hoff, E. (2013) · Developmental Psychology · doi:10.1037/a0027238 · Cited by 976
Orthographic Depth and Its Impact on Universal Predictors of Reading: A Cross-Language Investigation
Ziegler, J. C., Bertrand, D., Tóth, D., Csépe, V., Reis, A., Faísca, L., Saine, N., Lyytinen, H., Vaessen, A., & Blomert, L. (2010) · Psychological Science · doi:10.1177/0956797610363406 · Cited by 803
Senechal, M. (2006) · Scientific Studies of Reading · doi:10.1207/s1532799xssr1001_4 · Cited by 688
The importance of number sense to mathematics achievement in first and third grades
Jordan, N. C., Glutting, J., & Ramineni, C. (2010) · Learning and Individual Differences · doi:10.1016/j.lindif.2009.07.004 · Cited by 471
Kim, Y.-S. G. (2017) · Scientific Studies of Reading · doi:10.1080/10888438.2017.1291643 · Cited by 393
Metadata
- Authors
- Schatschneider, C., Fletcher, J. M., Francis, D. J., Carlson, C. D., & Foorman, B. R.
- Venue
- Journal of Educational Psychology
- Published
- 2004-06
- Volume
- 96
- Issue
- 2
- Pages
- 265-282
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W2026763889
- Cited by
- 833
- References
- 47
- FWCI
- 34.94
- Type
- journal article
- Language
- en
- Open access
- closed
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- Schatschneider, C., Fletcher, J. M., Francis, D. J., Carlson, C. D., & Foorman, B. R. (2004). Kindergarten Prediction of Reading Skills: A Longitudinal Comparative Analysis. Journal of Educational Psychology. https://doi.org/10.1037/0022-0663.96.2.265
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
