Kindergarten Predictors of First-Grade Reading Achievement: A Regular Classroom Sample

McCormick, Christine; Stoner, Sue B.; Duncan, Scott

doi:10.2466/pr0.1994.74.2.403

Cited by 6 publications

(5 citation statements)

References 6 publications

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“…Research on literacy acquisition spanning several decades has consistently found LNK to be a powerful preschool predictor of learning to read, sometimes even the best single predictor (Bond & Dykstra, 1967;Bruck, Genesee, & Caravolas, 1997;Caravolas, Hulme, & Snowling, 2001;Catts, Fey, Zhang, & Tomblin, 2001;Chall, 1983;Ellis & Large, 1988;McBride-Chang, 1999;McCormick, Stoner, & Duncan, 1994;Muter, Hulme, Snowling, & Taylor, 1997;Na¨slund & Schneider, 1996;Pennington & Lefly, 2001;Share, Jorm, Maclean, & Matthews, 1984). Such findings are mainly based on sizable positive longitudinal correlations between children's letter naming ability, generally measured with an uppercase naming test administrated during kindergarten, and their first-grade reading achievement.…”

Section: Letter-name Knowledge As a Predictor Of Learning To Readmentioning

confidence: 93%

Why is letter-name knowledge such a good predictor of learning to read?

2005

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The knowledge of letter names measured just before children enter school has been known for a long time as one of the best longitudinal predictors of learning to read in an alphabetic writing system. After a period during which the comprehensive investigation of this relationship was largely disregarded, there is now a growing interest in attempts to understand the role(s) letter names play in literacy acquisition. This paper reviews these recent studies and emphasizes their main findings regarding the influence of letter-name knowledge in early and formal literacy for three main components of literacy acquisition: first, the emergence of the phonological processing of print; then, the learning of letter-sound correspondences; finally, the development of phonemic sensitivity skills. The final section discusses the status of letter-name knowledge (LNK) in literacy acquisition and suggests possible directions for further research.

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Section: Letter-name Knowledge As a Predictor Of Learning To Readmentioning

confidence: 93%

Why is letter-name knowledge such a good predictor of learning to read?

2005

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“…Ehri (1983) reported that it was nearly impossible to teach prereaders the sounds of letters for which they did not already know the letter names. In addition, McCormick, Stoner, and Duncan (1994) found that letter-sound identification skills in kindergarten predicted first-grade reading achievement (r = .60), and Compton (2000) reported that a letter-sound task contributed unique variance to word reading growth and end-of-year word-reading skill in first grade.…”

Section: Other Correlatesmentioning

confidence: 99%

Initial Evidence That Letter Fluency Tasks Are Valid Indicators of Early Reading Skill

et al. 2003

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This longitudinal investigation evaluated the validity of letter-name fluency (LNF) and nonsense word fluency (NWF) measures as indicators of early reading skill with a sample of 39 kindergarten children.In the spring of kindergarten and first grade, these children responded to a battery of language, readingrelated, and reading measures. Construct and social consequential validity were evaluated through concurrent and predictive criterion-related validity coefficients, multiple regression analyses, and classification analysis. Evidence supportive of validity was found for both fluency measures, with NWF receiving the strongest support. Both fluency measures were more sensitive to poor reader status in first grade than any other measure when reading was defined by oral reading fluency. These findings extend the usefulness of NWF to the early identification of kindergarten students.

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“…During this initial stage of reading development emphasis shifts from basic letter-naming skills to learning to use letter-sound relationships to decode printed words. In second grade the emphasis turns to fluency and word mastery (Mercer & Mercer, 1993). If one considers the effects of developmental maturation in reading skill development, the patterns of results within this study begin to make sense.…”

Section: Discussionmentioning

confidence: 79%

“…Early studies (Bond & Dykstra, 1967;Chall, 1967;Gibson & Levin, 1975), and some recent research (McCormick, Stoner, & Duncan, 1994), have persistently demonstrated moderate to strong correlations between accuracy in letter-naming and early reading achievement. Beyond the beginning stages of reading development, accuracy with letter-naming continues to be predictive of reading achievement through Grade 7 .…”

Section: The Relationship Between Letter-naming Accuracy and Reading ...mentioning

confidence: 99%

Letter training and its effect on the development of beginning reading skills.

Fugate¹

1997

School Psychology Quarterly

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The effect of training to improve letter-naming speed on beginning reading skill was evaluated with 39 first-grade students. Subjects were randomly assigned to training and control groups and were administered curriculum-based measures of reading at pretraining, post-training, and follow-up. Trained students demonstrated significantly faster letter-naming speed at post-training assessment as compared to untrained peers. However, the difference in letter-naming speed did not lead to a significant difference in overall measured reading skill as evaluated by an analyses of covariance. Scores for one of the four reading measures (Fall passage oral reading rate) demonstrated a significant difference at post-training, but were not significant at follow-up. In two of the three remaining measures of beginning reading skill, differences between the mean scores of trained and untrained students were greatest at points where the assessment of skills most closely matched the content of classroom instruction. However, these differences were not statistically significant.

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Kindergarten Predictors of First-Grade Reading Achievement: A Regular Classroom Sample

Cited by 6 publications

References 6 publications

Why is letter-name knowledge such a good predictor of learning to read?

Why is letter-name knowledge such a good predictor of learning to read?

Initial Evidence That Letter Fluency Tasks Are Valid Indicators of Early Reading Skill

Letter training and its effect on the development of beginning reading skills.

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