Contributions of the Components of Phonemic Awareness to Letter-Sound Knowledge With Kindergarten Students in High-Poverty Urban Elementary Schools

Burns, Matthew K.; Maki, Kathrin E.; Helman, Lori A.; McComas, Jennifer J.; Young, Helen

doi:10.1080/10573569.2018.1468835

Cited by 2 publications

(2 citation statements)

References 27 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Cameron et al, 2020;Oslund et al, 2017) to more advanced phoneme segmentation skills (Ritchey & Speece, 2006;Tindal et al, 2015). Phoneme segmentation tasks may be prone to floor effects at school entry (Tindal et al, 2015), whereas onset phoneme tasks continue to correlate with letter-sound knowledge at midyear (Burns et al, 2018;T. A. Cameron et al, 2020).…”

Section: Developing Skills In Beginning Reading Instructionmentioning

confidence: 99%

School-entry skills and early skill trajectories predict reading after 1 year.

Cameron¹,

Schaughency²,

Taumoepeau³

et al. 2023

School Psychology

View full text Add to dashboard Cite

Oral language and early literacy skills are theorized to provide the foundation for reading acquisition. To understand these relations, methods are needed that depict dynamic skill development in the context of reading acquisition. We modeled contributions of school-entry skills and early skill trajectories to later reading with 105 5-year-old children beginning primary school and formal literacy instruction in New Zealand. Children were assessed at school-entry (Preschool Early Literacy Indicators), followed every fourth school week over their first 6 months of school (five probes of First Sound Fluency, Letter Sound Fluency, and New Zealand Word Identification Fluency: Year 1), and after 1 year of school (researcheradministered and school-used indices of literacy-related skills and reading progress). Modified latent change score (mLCS) modeling was used to describe skill development from repeated progress-monitoring data. Ordinal regression and structural equation modeling (path analyses) indicated skills at school-entry and early learning trajectories, indexed by mLCS, predicted children's early literacy progress. Results have implications for research and screening in beginning reading, supporting school-entry screening and progress monitoring of early literacy skills in beginning reading acquisition. Impact and ImplicationsThis study demonstrated the contributions of school-entry screening and repeated assessment of early literacy and word reading skills across children's first 6 months of school and reading instruction to later reading progress. Analyses identified consistencies and nuances in contributors to later reading outcomes. Results support school-entry screening and progress monitoring of early literacy skills for early identification and instructional intervention.

show abstract

Section: Developing Skills In Beginning Reading Instructionmentioning

confidence: 99%

School-entry skills and early skill trajectories predict reading after 1 year.

Cameron¹,

Schaughency²,

Taumoepeau³

et al. 2023

School Psychology

View full text Add to dashboard Cite

show abstract

“…The least demanding activity is rhyme, then the division of sentences into words, the articulation and merging of syllables, the articulation and merging of initial and final sounds, and the articulation and merging of individual sounds in a word, which represents the most demanding level (Chard and Dickson, 1999;Ropič, 2017). The study (Burns, Maki, Helman, McComas and Young, 2018) investigated the relationships between the phonological awareness levels of children from highpoverty areas. The results of the measure of letter-sound knowledge and phonological awareness (initial phoneme isolation, blending, and segmenting) showed a strong connection, while rhyming did not.…”

Section: Introductionmentioning

confidence: 99%

Correlations and Regression of the Initial and Final Sound on Reading Words in the Slovenian Language

Kop

2022

REI

View full text Add to dashboard Cite

The level of pupils’ acquired phonological awareness at the beginning of the 1st grade of primary school presupposes a high probability of ability to perform an initial reading. The purpose of the study was to check the correlation and regression between the initial and the final sound and reading words in the Slovenian language. Accordingly, 192 first-grade pupils were included in the sample. The purpose of the study was to check the correlation and regression between the initial and the final sound and reading of the words. The importance of the findings highlights the promotion of voice awareness in kindergarten.

show abstract

Contributions of the Components of Phonemic Awareness to Letter-Sound Knowledge With Kindergarten Students in High-Poverty Urban Elementary Schools

Cited by 2 publications

References 27 publications

School-entry skills and early skill trajectories predict reading after 1 year.

School-entry skills and early skill trajectories predict reading after 1 year.

Correlations and Regression of the Initial and Final Sound on Reading Words in the Slovenian Language

Contact Info

Product

Resources

About