Peer reviewedERIC Number: EJ389953
Record Type: CIJE
Publication Date: 1988
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Learning to Read and Write: A Longitudinal Study of 54 Children from First through Fourth Grades.
Juel, Connie
Journal of Educational Psychology, v80 n4 p437-47 Dec 1988
Reading and writing development of 54 children from grade one through four was studied. Poor first-grade readers almost invariably were poor readers at completion of grade four. Poor readers tended to become poor writers. Early writing skill did not predict later ability as well as did early reading ability. (SLD)
Descriptors: Academic Achievement, Children, Elementary Education, Elementary School Students, Grade 1, Grade 2, Grade 3, Grade 4, High Achievement, Longitudinal Studies, Low Achievement, Predictor Variables, Reading Achievement, Reading Improvement, Reading Writing Relationship, Writing Improvement, Writing Skills
Publication Type: Journal Articles; Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Writing Achievement
Note: A version of this paper was presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 5-9, 1988).
