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ERIC Number: EJ1227123
Record Type: Journal
Publication Date: 2019
Pages: 8
Abstractor: As Provided
ISSN: ISSN-1088-8438
The Unique Role of Early Spelling in the Prediction of Later Literacy Performance
Treiman, Rebecca; Hulslander, Jacqueline; Olson, Richard K.; Willcutt, Erik G.; Byrne, Brian; Kessler, Brett
Scientific Studies of Reading, v23 n5 p437-444 2019
We examined the predictive value of early spelling for later reading performance by analyzing data from 970 U.S. children whose spelling was assessed in the summer following the completion of kindergarten (M age = 6 years; 3 months). The word reading performance of most of the children was then tested after the completion of Grade 1 (age 7;5), Grade 2 (8;5), Grade 4 (10;5), and Grade 9 (15;5). A computer-scored measure of postkindergarten spelling was a significant predictor of later reading performance even after taking into account postkindergarten phonological awareness, reading, and letter-sound knowledge and prekindergarten vocabulary. The results suggest that, by the end of kindergarten, spelling is more than just a proxy for phonological awareness and letter-sound knowledge. Given the information that spelling provides, it should be considered for inclusion when screening children for future literacy problems.
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Kindergarten; Primary Education; Grade 1; Grade 2; Grade 4; Intermediate Grades; Grade 9; High Schools; Junior High Schools; Middle Schools; Secondary Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Colorado
Identifiers - Assessments and Surveys: Woodcock Johnson Tests of Achievement; Wechsler Preschool and Primary Scale of Intelligence