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ERIC Number: EJ1165396
Record Type: Journal
Publication Date: 2018-Jan
Pages: 21
Abstractor: As Provided
ISSN: ISSN-0922-4777
A Longitudinal Investigation of Direct and Indirect Links between Reading Skills in Kindergarten and Reading Comprehension in Tenth Grade
Stanley, Christopher T.; Petscher, Yaacov; Catts, Hugh
Reading and Writing: An Interdisciplinary Journal, v31 n1 p133-153 Jan 2018
In this study, researchers examined the extent to which several fundamental measures of reading proficiency from kindergarten students (N = 3180) were linked to reading comprehension in tenth grade while controlling for third grade vocabulary and oral reading fluency. Analyses tested the direct and indirect relations between and among kindergarten, third grade, and tenth grade measures. Results showed significant direct effects from kindergarten nonsense word fluency and letter naming fluency to tenth grade reading comprehension, along with significant indirect effects of kindergarten nonsense word fluency and vocabulary to tenth grade reading comprehension. Findings suggest that fundamental precursors maintain strong impact upon reading comprehension into the secondary school years. These findings are discussed along with implications for interventions and ideas for future research.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED); Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A120147; P50HD052120