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ERIC Number: EJ897714
Record Type: Journal
Publication Date: 2010
Pages: 15
Abstractor: As Provided
Reference Count: 99
ISSN: ISSN-0741-9325
A Structural Equation Model Using Fluency-Based Early Literacy Measures to Predict Emerging Reading Ability in Kindergarten
Burke, Mack D.; Hagan-Burke, Shanna; Zou, Yuanyuan; Kwok, Oiman
Remedial and Special Education, v31 n5 p385-399 Sep-Oct 2010
The reauthorization of the Individuals with Disabilities Education Act has initiated changes that are affecting early literacy assessment, and it has prompted the growing use of measures that incorporate phonological and alphabetic fluency. However, the question of how phonological and alphabetic fluency can inhibit (or promote) reading acquisition in kindergarten has received sparse attention. This study investigated phonological and alphabetic fluency as a predictor of emerging reading ability in kindergarten. Results indicated that a three-construct structural equation model could be developed. Moreover, an alphabetic construct, as formed from sublexical fluency measures administered at the middle of kindergarten, fully mediated the relationship between phonological fluency and end-of-year emerging reading ability. Implications are discussed in the context of reading acquisition. (Contains 1 table, 2 figures and 1 note.)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act