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Literature DB >> 24982590

The contributions of vocabulary and letter writing automaticity to word reading and spelling for kindergartners.

Young-Suk Kim¹, Stephanie Al Otaiba², Cynthia Puranik³, Jessica Sidler Folsom⁴, Luana Gruelich⁵.

Abstract

In the present study we examined the relation between alphabet knowledge fluency (letter names and sounds) and letter writing automaticity, and unique relations of letter writing automaticity and semantic knowledge (i.e., vocabulary) to word reading and spelling over and above code-related skills such as phonological awareness and alphabet knowledge. These questions were addressed using data from 242 English-speaking kindergartners and employing structural equation modeling. Results showed letter writing automaticity was moderately related to and a separate construct from alphabet knowledge fluency, and marginally (p = .06) related to spelling after accounting for phonological awareness, alphabet knowledge fluency, and vocabulary. Furthermore, vocabulary was positively and uniquely related to word reading and spelling after accounting for phonological awareness, alphabet knowledge fluency, and letter writing automaticity.

Entities: Chemical Disease Gene Species

Keywords: Alphabet knowledge; Letter writing automaticity; Phonological awareness; Semantic (vocabulary) knowledge; Spelling; Word reading

Year: 2014 PMID： 24982590 PMCID： PMC4073102 DOI： 10.1007/s11145-013-9440-9

Source DB: PubMed Journal: Read Writ ISSN： 0922-4777

14 in total

1. Computing the meanings of words in reading: cooperative division of labor between visual and phonological processes.

Authors: Michael W Harm; Mark S Seidenberg
Journal: Psychol Rev Date: 2004-07 Impact factor: 8.934

2. What young children do and do not know about the spelling of inflections and derivations.

Authors: S Hélène Deacon; Peter Bryant
Journal: Dev Sci Date: 2005-11

3. Assessment Data-Informed Guidance to Individualize Kindergarten Reading Instruction: Findings from a Cluster-Randomized Control Field Trial.

Authors: Stephanie Al Otaiba; Carol M Connor; Jessica Sidler Folsom; Luana Greulich; Jane Meadows; Zhi Li
Journal: Elem Sch J Date: 2011-06

4. Understanding normal and impaired word reading: computational principles in quasi-regular domains.

Authors: D C Plaut; J L McClelland; M S Seidenberg; K Patterson
Journal: Psychol Rev Date: 1996-01 Impact factor: 8.934

5. Componential skills of beginning writing: An exploratory study.

Authors: Young-Suk Kim; Stephanie Al Otaiba; Cynthia Puranik; Jessica Sidler Folsom; Luana Greulich; Richard K Wagner
Journal: Learn Individ Differ Date: 2011-10-01

6. Use of morphology in spelling by children with dyslexia and typically developing children.

Authors: Derrick C Bourassa; Rebecca Treiman; Brett Kessler
Journal: Mem Cognit Date: 2006-04

7. Relationship of finger function to beginning writing: application to diagnosis of writing disabilities.

Authors: V W Berninger; J Rutberg
Journal: Dev Med Child Neurol Date: 1992-03 Impact factor: 5.449

Review 8. Reading acquisition, developmental dyslexia, and skilled reading across languages: a psycholinguistic grain size theory.

Authors: Johannes C Ziegler; Usha Goswami
Journal: Psychol Bull Date: 2005-01 Impact factor: 17.737

Review 9. Developmental dyslexia and specific language impairment: same or different?

Authors: Dorothy V M Bishop; Margaret J Snowling
Journal: Psychol Bull Date: 2004-11 Impact factor: 17.737

10. Predicting kindergartners' end of year spelling ability from their reading, alphabetic, vocabulary, and phonological awareness skills, and prior literacy experiences.

Authors: Stephanie Al Otaiba; Cynthia Puranik; Aaron D Rouby; Luana Greulich; Jessica S Folsom; Julia Lee
Journal: Learn Disabil Q Date: 2010

6 in total

The contributions of vocabulary and letter writing automaticity to word reading and spelling for kindergartners.

1. Computing the meanings of words in reading: cooperative division of labor between visual and phonological processes.

2. What young children do and do not know about the spelling of inflections and derivations.

3. Assessment Data-Informed Guidance to Individualize Kindergarten Reading Instruction: Findings from a Cluster-Randomized Control Field Trial.

4. Understanding normal and impaired word reading: computational principles in quasi-regular domains.

5. Componential skills of beginning writing: An exploratory study.

6. Use of morphology in spelling by children with dyslexia and typically developing children.

7. Relationship of finger function to beginning writing: application to diagnosis of writing disabilities.

Review 8. Reading acquisition, developmental dyslexia, and skilled reading across languages: a psycholinguistic grain size theory.

Review 9. Developmental dyslexia and specific language impairment: same or different?

10. Predicting kindergartners' end of year spelling ability from their reading, alphabetic, vocabulary, and phonological awareness skills, and prior literacy experiences.

1. Cognitive factors contributing to spelling performance in children with prenatal alcohol exposure.

2. Exemplar Variability Facilitates Retention of Word Learning by Children With Specific Language Impairment.

3. Relations between Reading and Writing: A Longitudinal Examination from Grades 3 to 6.

4. Latent Class Growth Trajectories of Letter Name Knowledge During Pre-Kindergarten and Kindergarten.

5. Individualized Early Prediction of Familial Risk of Dyslexia: A Study of Infant Vocabulary Development.

6. The write way to spell: printing vs. typing effects on orthographic learning.