NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ997733
Record Type: Journal
Publication Date: 2013
Pages: 20
Abstractor: As Provided
Reference Count: 78
ISBN: N/A
ISSN: ISSN-1537-7903
Multivariate Screening Model for Later Word Reading Achievement: Predictive Utility of Prereading Skills and Cognitive Ability
MacDonald, Heidi H.; Sullivan, Amanda L.; Watkins, Marley W.
Journal of Applied School Psychology, v29 n1 p52-71 2013
The present study used multiple regression to determine the predictive value of Kindergarten phonemic awareness, rapid serial naming, letter knowledge, and cognitive ability for predicting first-grade word reading and fluency. Participants were 131 first-grade students from a mid-Atlantic school system. A combination of predictor variables was found to be more effective than single measures in predicting later word reading and reading fluency, with cognitive ability, phonemic awareness, and letter knowledge contributing significantly to the prediction of skill. The results underscore the need to use a multivariate battery, rather than any single measure, along with consideration of intelligence, to identify children for early intervention. (Contains 3 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Grade 1; Kindergarten; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Woodcock Reading Mastery Test