ERIC Number: EJ696365
Record Type: Journal
Publication Date: 2004
Reference Count: N/A
What We Know about Correlates of Reading
Hammill, Donald D.
Exceptional Children, v70 n4 p453 Sum 2004
This research analyzed the combined results of three meta-analyses which examined the extent to which a variety of measures of specific abilities related to reading. More than 450 studies were reviewed and almost 11,000 different coefficients were analyzed. The best predictors of reading proved to be other written language abilities (i.e., abilities involving print). The implications were: (1) professionals interested in improving literacy skills should focus on teaching written language abilities such as print awareness and book handling, letters, phoneme-letter correspondences, word recognition, alphabet knowledge, and comprehension and (2) the current interest in the role of nonprint abilities in reading such as phonological awareness, rapid naming, intelligence, and memory might be overemphasized.
Descriptors: Written Language, Phonological Awareness, Word Recognition, Reading Skills, Emergent Literacy, Reading Instruction
Council for Exceptional Children, 1110 North Glebe Road, Suite 300, Arlington, VA 22201-5704. Web site: http://www.cec.sped.org/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A