Acquisition of literacy: A longitudinal study of children in first and second grade.

Juel, Connie; Griffith, Priscilla L.; Gough, Philip B.

doi:10.1037/0022-0663.78.4.243

Cited by 673 publications

(549 citation statements)

References 36 publications

(32 reference statements)

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“…Broadly similar skills are known to be predictive of reading and spelling ability in hearing children (e.g. Juel, Griffith & Gough, 1986) but recent research has suggested this may not be the case for deaf children. In Kyle and Harris (2006;, we found that although reading and spelling ability were highly related in deaf children, different skills predicted each ability: speechreading and vocabulary predicted reading development but only letter knowledge was predictive of beginning spelling ability.…”

Section: Spelling Abilitymentioning

confidence: 99%

Research Methods in Studying Reading and Literacy Development in Deaf Children Who Sign

Kyle¹

2015

Research Methods in Sign Language Studies

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Section: Spelling Abilitymentioning

confidence: 99%

Research Methods in Studying Reading and Literacy Development in Deaf Children Who Sign

Kyle¹

2015

Research Methods in Sign Language Studies

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“…In this context, working memory is conceived as a limited information processing resource that enables the integration and coordination of the multiple components of writing. The three central component processes are in complex interaction with each other and seem to be differentially related to the different aspects of the writing skills (e.g., the length and quality of the writing) (Berninger, et al, 1992;Graham, 1999;Graham, Berninger, Abbot, Abbot, & Whitaker, 1997;Juel, 1988;Juel, Griffith, & Gough, 1986;McCutchen, 2000;Olinghouse, 2008;Swanson & Berninger, 1996).…”

Section: Composition Writingmentioning

confidence: 99%

Component processes of early reading, spelling, and narrative writing skills in Turkish: a longitudinal study

2009

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The study examined: (a) the role of phonological, grammatical, and rapid automatized naming (RAN) skills in reading and spelling development; and (b) the component processes of early narrative writing skills. Fifty-seven Turkish-speaking children were followed from Grade 1 to Grade 2. RAN was the most powerful longitudinal predictor of reading speed and its effect was evident even when previous reading skills were taken into account. Broadly, the phonological and grammatical skills made reliable contributions to spelling performance but their effects were completely mediated by previous spelling skills. Different aspects of the narrative writing skills were related to different processing skills. While handwriting speed predicted writing fluency, spelling accuracy predicted spelling error rate. Vocabulary and working memory were the only reliable longitudinal predictors of the quality of composition content. The overall model, however, failed to explain any reliable variance in the structural quality of the compositions. Likewise, our current understanding of the component processes of early narrative writing skills in consistent orthographies is very limited. Three central processing skills have been identified to underlie the early composition writing skills of children. These are the transcription (e.g., handwriting and spelling), verbal memory (e.g., short term memory and working memory), and text generation (e.g., oral language skills such as grammar and vocabulary) (Berninger, 1999;McCutchen, 2000). However, as the research evidence almost 4 exclusively comes from studies conducted in English, we do not know the relative importance of these processing skills in consistent writing systems.The present study seeks to address these issues and has two primary aims. First, to investigate the relative role of grammatical awareness, phonological awareness, and RAN in reading and spelling; second, to investigate the role of the three central component processes

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“…The study also examined how children were initially placed in reading groups. A secondary analysis of data collected by Juel, Griffith, and Gough (1986) and Juel (1988) was performed. Initial first-grade placements were found to be primarily based on standardized reading readiness tests.…”

Section: Introductionmentioning

confidence: 99%

Effects of Reading Group Assignment on Reading Development in First and Second Grade

Juel

1990

Journal of Reading Behavior

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Placement in a reading group determines: (a) the materials a child sees during reading instruction, (b) the pace at which a child proceeds through reading materials, and (c) the peers a child interacts with during reading instruction. The current study examined these effects of reading group placement upon the individual's growth in reading during first and second grade. The study also examined how children were initially placed in reading groups. A secondary analysis of data collected by Juel, Griffith, and Gough (1986) and Juel (1988) was performed. Initial first-grade placements were found to be primarily based on standardized reading readiness tests. Children rarely changed groups. The correlations between place in basal series at the end of first grade and place in series at both the beginning and end of second grade were .77. Children with low incoming readiness test scores developed better decoding skills when placed in a basal series with fewer unique words. Initial aptitude, growth during first grade in decoding skills, and a high success rate in learning basal words influenced first grade reading achievement considerably more than sheer basal coverage or certain peer group characteristics. Only after basic reading skill was acquired did group placement begin to adversely affect reading development-if it constrained exposure to text in second grade.Grouping children for instruction in elementary schools continues to be a controversial topic (Gamoran, 1987;Hiebert, 1987;Slavin, 1987aSlavin, , 1987b. In part this is due to philosophical, psychological, and political concerns over assigning children to instructional groups on the basis of so-called ability tests. In part, however, this is also due to: (a) contrary findings on the effects of ability grouping, and (b) the criticism that many studies on effects of grouping have failed to sufficiently account for instructional processes and classroom factors that accompany the grouping procedures. Two basic questions have been raised about the latter which might

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Acquisition of literacy: A longitudinal study of children in first and second grade.

Cited by 673 publications

References 36 publications

Research Methods in Studying Reading and Literacy Development in Deaf Children Who Sign

Research Methods in Studying Reading and Literacy Development in Deaf Children Who Sign

Component processes of early reading, spelling, and narrative writing skills in Turkish: a longitudinal study

Effects of Reading Group Assignment on Reading Development in First and Second Grade

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