NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ846628
Record Type: Journal
Publication Date: 2009-Aug
Pages: 18
Abstractor: As Provided
ISSN: ISSN-0141-0423
Preschool Cognitive and Language Skills Predicting Kindergarten and Grade 1 Reading and Spelling: A Cross-Linguistic Comparison
Furnes, Bjarte; Samuelsson, Stefan
Journal of Research in Reading, v32 n3 p275-292 Aug 2009
The importance of cognitive and language skills on reading and spelling development were investigated in a cross-linguistic longitudinal study of 737 English-speaking children (US/Australia) and 169 Scandinavian children (Norway/Sweden) from preschool to Kindergarten and Grade 1. The results revealed that phonological awareness and print knowledge were the strongest predictors of early reading and spelling across orthographies. The contribution from rapid naming to literacy development was low in Kindergarten, but similar to that of phonological awareness and print knowledge in Grade 1. The present study identified a significant difference across orthographies in the effects of print knowledge and general verbal ability on spelling in Kindergarten. However, this pattern was explained by cultural rather than orthographic differences. The results indicate that cognitive and language skills underlying early reading and spelling development are similar across alphabetic orthographies.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 1; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia; Norway; Sweden; United States