NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1152802
Record Type: Journal
Publication Date: 2017-Oct
Pages: 24
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0922-4777
EISSN: N/A
The Associations among Preschool Children's Growth in Early Reading, Executive Function, and Invented Spelling Skills
Zhang, Chenyi; Bingham, Gary E.; Quinn, Margaret F.
Reading and Writing: An Interdisciplinary Journal, v30 n8 p1705-1728 Oct 2017
The purpose of the present study was to examine associations among children's emergent literacy (early reading), language, executive function (EF), and invented spelling skills across prekindergarten. Participants included 123, primarily African American, 4-year-old children enrolled in a variety of prekindergarten settings. In addition to describing the concurrent and longitudinal relations between children's emergent literacy, EF, and invented spelling skills, this study investigated associations among children's growth in these targeted skills and explored potential indirect effects from children's EF to invented writing skill. Multiple regression analyses suggested that although early reading skills were significantly and concurrently associated with invented spelling skills, children's phonological awareness was the only early reading skill predictive of later invented spelling skills. Children's EF was not concurrently or longitudinally associated with invented spelling after controlling for early reading skills. However, regression analyses of children's residual scores suggested that children's EF skill at the beginning of the semester was predictive of their later invented spelling skills through children's letter-sound knowledge.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A