Kindergarten Prediction of Reading Skills
A Longitudinal Comparative Analysis
Bibliographic Data
| ID | 5771706 |
|---|---|
| Authors | Christopher Schatschneider (0000-0002-1700-7685, Florida State University), Jack Μ Fletcher (0000-0002-1181-6721, The University of Texas Health Science Center at Houston), Jack M Fletcher, David J Francis (0000-0003-3944-3274, University of Houston), Coleen D Carlson (0000-0001-8050-5671, University of Houston), Barbara R Foorman (0000-0001-9036-3427, The University of Texas Health Science Center at Houston) |
| Year | 2004 |
| Volume | 96 |
| Issue | 2 |
| Pages | 265-282 |
| Publication date | 2004-06-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0022-0663 • E-ISSN: 1939-2176 |
| Publisher | American Psychological Association (PUBLISHER • US) |
| DOI | 10.1037/0022-0663.96.2.265 |
| OpenAlex | W2026763889 |
| Language | EN |
| Citations received | 120 |
| References cited | 35 |
There is considerable focus in public policy on screening children for reading difficulties. Sixty years of research have not resolved questions of what constructs assessed in kindergarten best predict subsequent reading outcomes. This study assessed the relative importance of multiple measures obtained in a kindergarten sample for the prediction of reading outcomes at the end of 1st and 2nd grades. Analyses revealed that measures of phonological awareness, letter sound knowledge, and naming speed consistently accounted for the unique variance across reading outcomes whereas measures of perceptual skills and oral language and vocabulary did not. These results show that measures of letter name and letter sound knowledge, naming speed, and phonological awareness are good predictors of multiple reading outcomes in Grades 1 and 2
Longitudinal study · Statistical analysis · Cognitive and developmental aspects of mathematical skills · Language Development and Disorders · Reading and Literacy Development
Le rôle de la conscience phonologique dans l’apprentissage de la lecture
Phonological skills and their role in learning to read
Interpreting the early language trajectories of children from low-SES and language minority homes
Predictors of word decoding and reading fluency across languages varying in orthographic consistency.
Preschool instruction and children's emergent literacy growth.
Testing the Home Literacy Model
Month-Old Children With Larger Oral Vocabularies Display Greater Academic and Behavioral Functioning at Kindergarten Entry
Orthographic Depth and Its Impact on Universal Predictors of Reading
The Effects of Preschool Education
From infancy to adolescence
Early Identification and Interventions for Students With Mathematics Difficulties
Home Literacy Environment and the beginning of reading and spelling
Why the Simple View of Reading Is Not Simplistic
Rapid Automatized Naming (RAN) and Reading Fluency
Reading depends on writing, in Chinese
Operationalization, validation, and universalization of the 2025 IDA definition of dyslexia
Examining the effects of Tier 1 small-group reading instruction on early-elementary students’ reading outcomes
Developmental shifts in the role of reading fluency
Are Reading Difficulties Associated With Poor Verbal Learning Skills? Evidence From the Fast-Mapping Paradigm
Efecto del trabajo cooperativo en el aprendizaje de la escritura mediante la implicación familiar
Embodied Learning Using Virtual Reality and Mirrors Can Enhance Letter‐Sound Knowledge in 6–7‐Year‐Old Children
The role of letter knowledge acquisition ability on children's decoding and word identification
Reading comprehension precursors
Testing the Importance of Individual Growth in Predicting State-Level Outcomes Beyond Status Measures
The Role of the Home Learning Environment on Early Cognitive and Non-Cognitive Outcomes in Math and Reading
Language abilities and phonological information processing mediate the association of spelling with bilingualism and socioeconomic status
The Influence of Home Language and Literacy Environment and Parental Self-Efficacy on Chilean Preschoolers’ Early Literacy Outcomes
Okul Öncesi Öğretmenlerinin “Sesbilgisel Farkındalık” Kavramına Yönelik Bilgi Düzeyleri ve Sınıf İçi Etkinlikler
A Digital Training Program Fostering Media Sign Literacy in Preschool Children. An Evaluation Study
Lexical comprehension and lexical literacy at the reading-spelling interface
Attitudes towards reading amongst kindergarten and Grade 1 children
Lexical and Sublexical Skills in Children's Literacy
The Association Between Emergent Literacy and Cognitive Abilities in Kindergarten Children
Shared-Reading Onset and Emergent Literacy Development
Reading Curriculum-Based Measures for Universal Screening in Monolingual Spanish First Graders
Behavioral Self-Regulation as a Protective Factor for Children at Risk of Reading Failure
“Let’s Write Each Other Messages”
Cognitive and Language Abilities Associated With Reading in Intellectual Disability
Literacy Profiles of Kindergarten Students With Emotional and Behavioral Disorders
IPad‐assisted reading fluency instruction for fourth graders with reading difficulties
Relations of copying skills to Korean word reading and spelling among Korean kindergartners
Size matters? Rapid automatized naming of shape sizes, reading accuracy and reading speed
Development of a French‐language early literacy scale
White matter correlates of reading subskills in children with and without reading disability
Understanding the Dynamics of Dosage Response
Neurocognitive constructs as longitudinal predictors of reading fluency
Growth on sublexical fluency progress monitoring measures in early kindergarten and relations to word reading acquisition
The Effects of Repeated Reading Interventions on the Oral Reading Fluency of Middle School Students With Reading Difficulties and Disabilities
Precursors of Reading Performance and Double- and Triple-Deficit Risks in Spanish
The Differential Importance of Component Skills on Reading Comprehension Test Performance Among Struggling Adolescent Readers
Sequence Processing in Music Predicts Reading Skills in Young Readers
Skill Profiles of College Students With a History of Developmental Language Disorder and Developmental Dyslexia
Positive effects of the Letterland curriculum on kindergarteners’ word reading skills and engagement behaviors
Beyond phonemic awareness
Early Literacy Predictors and Second-Grade Outcomes in Children Who Are Hard of Hearing
Individual differences in second language reading outcomes
Beginning English Literacy Development and Achievement Among Spanish-Speaking Children in Arizona’s English-Only Classrooms
Verbal working memory and early literacy acquisition
Orthographic processing efficiency in developmental dyslexia
Examining the predictive accuracy and stability of the Shaywitz DyslexiaScreen
Teacher candidates’ mastery of phoneme-grapheme correspondence
Assessing preschoolers’ emergent literacy skills in English and Spanish with the Get Ready to Read! screening tool
Predicting reading disabilities using dynamic assessment of decoding before and after the onset of reading instruction
Pre-literacy heterogeneity in Dutch-speaking kindergartners
The dynamics of RAN and cognitive-linguistic skills in vowelized and unvowelized Hebrew word reading among children with reading difficulties
Professional Development in Phonological Awareness for Early Childhood Educators in Low-Income, Urban Classrooms
A 3-year longitudinal investigation of the overlap and stability of English and French word reading difficulties in French immersion children
The precursors of double dissociation between reading and spelling in a transparent orthography
Latent profile analysis of students’ reading development and the relation of cognitive variables to reading profiles
Multivariate summer school effects
Effects of policy and educational interventions intended to reduce difficulties in literacy skills in grade 1
What does retelling ‘tell’ about children’s reading proficiency
The Structural Relations of Component Reading Comprehension Skills in Kiswahili
Promoting Early Literacy via Practicing Invented Spelling
Reading‐Related Causal Attributions for Success and Failure
Engaging Struggling Adolescent Readers to Improve Reading Skills
Print Learning
Family literacy practices and their contribution to emergent literacy skills during the Covid-19 pandemic
Adjusting content to individual student needs
Contribuição da literacia emergente para o desempenho em leitura no final do 1.o CEB
Rethinking early reading intervention policy in Ireland
A Multilevel Analysis of Asian Immigrant Children’s Reading Achievement in the Early Years
Consultation for Teachers and Children's Language and Literacy Development during Pre-Kindergarten
Enhancing French Preschoolers’ Early Literacy Skills with a New Educational Classroom Application
Predicting reading comprehension in Creole Papiamento and Dutch in a post-colonial context
English-Language Learners
Building support for language and early literacy in preschool classrooms through in-service professional development
The effect of alphabet eBooks and paper books on preschoolers’ behavior
Impact of an Early Reading First program on the language and literacy achievement of children from diverse language backgrounds
Does attending a state-funded preschool program improve letter name knowledge
Supporting language and literacy development with intensive small-group interventions
Letter sound characters and imaginary narratives
Change in language and literacy knowledge for Spanish–English dual language learners at school-entry
Children’s knowledge of single- and multiple-letter grapheme-phoneme correspondences
Predicting ELL students’ beginning first grade English oral reading fluency from initial kindergarten vocabulary, letter naming, and phonological awareness skills
Implementation fidelity of MyTeachingPartner literacy and language activities
An investigation of four hypotheses concerning the order by which 4-year-old children learn the alphabet letters
Digging deeper
Using environmental print to foster emergent literacy in children from a low-SES community
Early childhood Special education teachers' self-efficacy in relation to individual children
Applied Multiple Regression/Correlation Analysis for the Behavioral Sciences
Preventing reading failure in young children with phonological processing disabilities
Cognitive profiles of difficult-to-remediate and readily remediated poor readers
The role of instruction in learning to read
Language Basis of Reading and Reading Disabilities
Rapid ‘automatized’ naming (R.A.N.)
Individual Differences in Response to Early Interventions in Reading
On the Efficacy of Reading to Preschoolers
Non‐invasive investigations at Wroxeter at the end of the twentieth century
Maxine Hong Kingston in conversation with Maggie Ann Bowers
Applied Multiple Regression/Correlation Analysis for the Behavioral Sciences
The Cooperative Research Program in First-Grade Reading Instruction
The Cooperative Research Program in First‐Grade Reading Instruction
Phonology and Reading Disability
Dyslexia
Oral language and code-related precursors to reading
The relation between socioeconomic status and academic achievement
Antecedent probability and the efficiency of psychometric signs, patterns, or cutting scores
Comparing correlated correlation coefficients
Multiple regression in psychological research and practice
Dominance analysis
Correlations redux
| Unique citing works | 120 |
|---|---|
| Citations per year | 5,71 |
| Citation span | 2005 - 2026 (22) |
| Citation velocity | current |
| Highly cited | Yes |
| Citation types | Neutral: 117 |