TITLE

PREDICTING KINDERGARTENERS' END-OF-YEAR SPELLING ABILITY BASED ON THEIR READING, ALPHABETIC, VOCABULARY, AND PHONOLOGICAL AWARENESS SKILLS, AS WELL AS PRIOR LITERACY EXPERIENCES

AUTHOR(S)
Al Otaiba, Stephanie; Puranik, Cynthia S.; Rouby, D. Aaron; Greulich, Luana; Sidler, Jessica F.; Lee, Julia
PUB. DATE
July 2010
SOURCE
Learning Disability Quarterly;Summer2010, Vol. 33 Issue 3, p171
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
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.
ACCESSION #
52963786

 

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