Oral language and code-related precursors to reading
Evidence from a longitudinal structural model
Bibliographic Data
| ID | 5771617 |
|---|---|
| Authors | Stacey A Storch, Grover J Whitehurst |
| Year | 2002 |
| Volume | 38 |
| Issue | 6 |
| Pages | 934-947 |
| Publication date | 2002-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Developmental Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0012-1649 • E-ISSN: 1939-0599 |
| Publisher | American Psychological Association (PUBLISHER • US) |
| DOI | 10.1037/0012-1649.38.6.934 |
| PMID | 12428705 |
| OpenAlex | W2076320060 |
| Language | EN |
| Citations received | 305 |
| References cited | 67 |
This study examined code-related and oral language precursors to reading in a longitudinal study of 626 children from preschool through 4th grade. Code-related precursors, including print concepts and phonological awareness, and oral language were assessed in preschool and kindergarten. Reading accuracy and reading comprehension skills were examined in 1st through 4th grades. Results demonstrated that (a) the relationship between code-related precursors and oral language is strong during preschool; (b) there is a high degree of continuity over time of both code-related and oral language abilities; (c) during early elementary school, reading ability is predominantly determined by the level of print knowledge and phonological awareness a child brings from kindergarten; and (d) in later elementary school, reading accuracy and reading comprehension appear to be 2 separate abilities that are influenced by different sets of skills
Code (set theory · Longitudinal study · Child Development and Digital Technology · Cognitive and developmental aspects of mathematical skills · Reading and Literacy Development
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The Role of Home Literacy Practices in Preschool Children's Language and Emergent Literacy Skills
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Month-Old Children With Larger Oral Vocabularies Display Greater Academic and Behavioral Functioning at Kindergarten Entry
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Early literacy profiles and written language outcomes in children with and without language disorder
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Beyond Translation
The Influence of Home Language and Literacy Environment and Parental Self-Efficacy on Chilean Preschoolers’ Early Literacy Outcomes
From Research to Retweets
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A Multidimensional–Multilevel Approach to Literacy-Related Parental Involvement and Its Effects on Preschool Children’s Literacy Competences
Preliminary effects of a pilot listening comprehension intervention on the narrative abilities of children with ASD
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Language exposure and phonological short-term memory as predictors of majority language vocabulary and phonological awareness in dual language learning
Literacy Measures That Leverage the Strengths of Spanish-Speaking Latino Kindergarteners
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Shared-Reading Onset and Emergent Literacy Development
Preschool Classroom Age Composition and Physical Literacy Environment
Read Conmigo
How Can Teachers Build Partnerships with Lower-educated Parents in Support of Young Children’s Oral Language Development? Evaluation of an Adaptive Program
Behavioral Self-Regulation as a Protective Factor for Children at Risk of Reading Failure
“Let’s Write Each Other Messages”
The Effects of Bilingual Reading Program on Chinese Children from Low Socioeconomic Status Families
An examination of the heterogenous nature of literacy development in Spanish-speaking preschool children
Home-Visiting in a Shared Reading Intervention
Behavior Management and Engagement During Small-Group Instruction as Predictors of Preschoolers’ Literacy Skill Outcomes
The Interplay among Parents’ Stress, Nonparental Childcare, and Child Language Development among Low-Income Toddlers
A Different View on the Simple View of Reading
Adult Talk During Book Reading for Preschoolers With ASD
The relationships between oral narrative, reading, and writing skills in a longitudinal sample of Italian-speaking children
Latent profiles of vocabulary and domain knowledge and their relation to listening comprehension in kindergarten
Patterns and predictors of reading comprehension growth in first and second language readers
Preschool phonological, morphological and semantic skills explain it all
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Confirmatory factor analysis of the Wiat‐III in a referral sample
Attention to the integration of literacy
Judging books by covers
The nature and impact of literacy interest in preschool children
The relationships between oral language and reading instruction
Socioeconomic Disparities in Language Input Are Associated With Children's Language-Related Brain Structure and Reading Skills
Home Language and Literacy Environments and Early Literacy Trajectories of Low-Socioeconomic Status Chilean Children
Early Literacy Predictors and Second-Grade Outcomes in Children Who Are Hard of Hearing
English Reading Growth in Spanish-Speaking Bilingual Students
The Effect of Phonological Instruction for Struggling Readers in Elementary
A comparison of narrative skill in Spanish-English bilinguals and their functionally monolingual Spanish-speaking and English-only peers
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Literacy development
Contributions of code-based and oral language skills to Arabic and English reading comprehension in Arabic-English bilinguals in the elementary school years
An evaluation of two emergent literacy screening tools for preschool children
Syntactic and discourse skills in Chinese adolescent readers with dyslexia
Rhyme and Reason in Reading and Spelling
The simple view of reading
Cognitive profiles of difficult-to-remediate and readily remediated poor readers
Home literacy activities and their influence on early literacy skills.
Acquisition of literacy
Semantic Processing and the Development of Word-Recognition Skills
Child Development and Emergent Literacy
Parental Involvement in the Development of Children’s Reading Skill
Theoretical links among naming speed, precise timing mechanisms and orthographic skill in dyslexia
Language Basis of Reading and Reading Disabilities
Development of phonological sensitivity in 2- to 5-year-old children.
The Role of Family and Home in the Literacy Development of Children from Low-Income Backgrounds
Interrelationships among prereading and oral language skills in kindergartners from two social classes
Beginning to Read
Metalinguistic Abilities and Beginning Reading
Naming Speed and Reading
Differential Effects of Home Literacy Experiences on the Development of Oral and Written Language
Development of emergent literacy and early reading skills in preschool children
Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers
A picture book reading intervention in day care and home for children from low-income families
Development of reading-related phonological processing abilities
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Phonological awareness as a predictor of recoding skills and syntactic awareness as a predictor of comprehension skills
The relation between socioeconomic status and academic achievement
| Unique citing works | 305 |
|---|---|
| Citations per year | 13,26 |
| Citation span | 2003 - 2026 (24) |
| Citation velocity | current |
| Highly cited | Yes |
| Citation types | Neutral: 299 |