NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ817162
Record Type: Journal
Publication Date: 2008-Oct
Pages: 26
Abstractor: As Provided
Reference Count: 56
ISSN: ISSN-1082-4669
The Importance of Early Vocabulary for Literacy Achievement in High-Poverty Schools
Hemphill, Lowry; Tivnan, Terrence
Journal of Education for Students Placed at Risk, v13 n4 p426-451 Oct 2008
Although research documents a key contribution of print skills to early literacy, vocabulary and other language skills also provide an important foundation. Focusing on a sample of several hundred low-income children in 16 urban schools that were implementing literacy interventions, 1st-grade predictors of literacy development were traced over time. Beginning-of-1st-grade letter-word identification and word attack skills were the strongest predictors of reading comprehension at the end of 1st grade. However, vocabulary was the best predictor of reading comprehension at the end of 2nd and 3rd grades. The predictive power of early print-related and phonemic-awareness skills diminished over time, yet vocabulary scores remained an important predictor. Results support an early emphasis on developing meaning skills to prepare low-income children for success in literacy. (Contains 5 tables and 3 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1; Grade 2; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Massachusetts