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

1994 ◽  
Vol 74 (2) ◽  
pp. 403-407 ◽  
Author(s):  
Christine E. McCormick ◽  
Sue B. Stoner ◽  
Scott Duncan
Keyword(s):  
Reading Achievement ◽  
Reading Instruction ◽  
Multiple Regression ◽  
Cognitive Abilities ◽  
Reading Skills ◽  
First Grade ◽  
Stepwise Multiple Regression ◽  
Early Reading Skills ◽  
Cognitive Abilities Test ◽  
Grade Performance

Routinely collected measures for 38 children in the kindergarten program in a middle-class school in a small midwestern city were analyzed as predictors of first-grade reading achievement on the Iowa Tests of Basic Skills and of first-grade performance on the Cognitive Abilities Test. Correlations among all variables are given. Stepwise multiple regression analyses predicting the first-grade variables showed that consonant-sound-identification was the best predictor of first-grade reading achievement and that the Peabody Picture Vocabulary Test—Revised was the best predictor of cognitive ability. A second multiple regression analysis examined the contribution of each kindergarten variable to first-grade reading and cognitive scores. Analysis indicated that these children entered kindergarten with highly developed early reading skills which facilitated success with systematic reading instruction.

scholarly journals Children's Written Language Awareness and Its relation to Reading Acquisition

1979 ◽  
Vol 11 (1) ◽  
pp. 7-19 ◽  
Author(s):  
Martha Evans ◽  
Nancy Taylor ◽  
Irene Blum
Keyword(s):  
Reading Achievement ◽  
Reading Instruction ◽  
First Grade ◽  
Written Language ◽  
Stepwise Multiple Regression ◽  
Writing System ◽  
Language Awareness ◽  
Standardized Reading Test ◽  
Reading Test Scores ◽  
Written Word

Describes the development of an instrument which identifies what children who are just beginning first grade reading instruction know about the written language code and relates this knowledge to beginning reading achievement. A battery of seven tasks was developed to assess (a) discrimination of real writing from geometric shapes and letter-like forms; (b) segmentation of aurally presented sentences; (c) segmentation of visually presented sentences; (d) equation of oral written word lengths; (e) ability to predict from pictures; (f) completion of aural sentences with and without graphic cues and (g) competence with the metalinguistic aspect of reading. Tasks were administered to 53 first grade children and scores were analyzed by stepwise multiple regression on standardized reading test scores. Findings indicate that linguistic awareness tasks do predict reading achievement, particularly those tasks which stress the interrelationship between oral and written codes rather than those which tap characteristics specific to the writing system.

scholarly journals Re(Examining) Relations between CHC Broad and Narrow Cognitive Abilities and Reading Achievement

2017 ◽  
Vol 7 (1) ◽  
pp. 265 ◽  
Author(s):  
Ryan J. McGill
Keyword(s):  
Reading Achievement ◽  
Multiple Regression ◽  
Cognitive Abilities ◽  
Reading Scores ◽  
Cognitive Achievement ◽  
General Factor ◽  
School Age ◽  
Chc Theory ◽  
Moderating Effects ◽  
Clinically Significant

Previously, Evans and colleagues (2001) utilized simultaneous multiple regression to examine relations between Cattell-Horn-Carroll (CHC; Schneider & McGrew, 2012) broad and narrow cognitive abilities and reading achievement across the school age span. Although their findings suggest that many broad/narrow abilities had clinically significant effects on reading achievement they failed to account for the potential moderating effects of the general factor. To account for these effects, the current study employed hierarchical multiple regression analysis to reexamine the relationships between CHC dimensions and reading achievement after controlling for the effects of the general factor with 4,722 participants ages 6-18 from the Woodcock Johnson III Psychoeducational Battery (WJ III; Woodcock, McGrew, & Mather, 2001a). Results from the present study indicate that the full scale GIA composite (as a proxy for g) consistently accounted for large effects across the school age span for all of the reading achievement variables that were assessed. Among the broad and narrow abilities, only Gc consistently accounted for meaningful proportions of reading scores beyond g. As a consequence, researchers are encouraged to give greater consideration to the dimensionality of broad and narrow CHC measures when examining cognitive-achievement relationships or they may risk over-interpreting the predictive effects associated with these indices. Potential implications for clinical application of CHC theory are also discussed.

Phonological analysis as a function of age and exposure to reading instruction

1991 ◽  
Vol 12 (1) ◽  
pp. 91-121 ◽  
Author(s):  
Judith A. Bowey ◽  
J. Francis
Keyword(s):  
Reading Achievement ◽  
Reading Instruction ◽  
Early Reading ◽  
First Grade ◽  
Kindergarten Children ◽  
Grade Group ◽  
Explained Variation ◽  
Grade Groups ◽  
Better Than ◽  
Equal Difficulty

ABSTRACTThis study was designed to test the prediction that, whereas sensitivity to subsyllabic phonological units might emerge prior to alphabetic reading instruction, phonemic analysis skills develop as a consequence of reading instruction. A series of phonological oddity tasks was devised, assessing children's sensitivity to subsyllabic onset and rime units, and to phonemes. These tasks were administered to three groups of children. The first group comprised the oldest children of a sample of kindergarten children. The second and third groups comprised the youngest and oldest children from a first-grade sample. The kindergarten group was equivalent to the younger first-grade group in terms of general verbal maturity, but had not been exposed to reading instruction. The younger first-grade sample was verbally less mature than the older first-grade sample, but had equivalent exposure to reading instruction. On all tasks, both first-grade groups performed at equivalent levels, and both groups did better than the kindergarten group. In all groups, onset and rime unity oddity tasks were of equal difficulty, but phoneme oddity tasks were more difficult than rime oddity tasks. Although some of the kindergarten children could reliably focus on onset and rime units, none performed above chance on the phoneme oddity tasks. Further analyses indicated that rime/onset oddity performance explained variation in very early reading achievement more reliably than phoneme oddity performance.

scholarly journals Influences of executive function, language comprehension, and fluency on young children’s reading comprehension

2019 ◽  
Vol 18 (1) ◽  
pp. 44-57
Author(s):  
Isabelle Chang
Keyword(s):  
Working Memory ◽  
Reading Comprehension ◽  
Executive Function ◽  
Reading Instruction ◽  
Cognitive Flexibility ◽  
Language Comprehension ◽  
Reading Skills ◽  
First Grade ◽  
Function Language ◽  
Kindergarten Class

The purpose of this study was to examine the extent to which children’s executive function predicted their reading comprehension performance. Participants were approximately 18,000 kindergartners in the Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011. The results suggest that individual differences in reading comprehension were influenced by variations in executive function. Cognitive flexibility, inhibitory control, and working memory all accounted for unique variance in reading comprehension. Language comprehension and fluency mediated the relations between children’s executive function and their reading comprehension. Working memory accounted for the highest total effect among the three core aspects of executive function. Children’s first-grade language comprehension contributed the most indirect effect, while fluency had the reading comprehension. The importance of considering ways to improve executive function, language comprehension, and fluency when implementing reading instruction and what the parents can do to help their children’s executive function and reading skills are discussed.

Rapid Automatized Naming (RAN) Taps a Mechanism That Places Constraints on the Development of Early Reading Fluency

2009 ◽  
Vol 20 (8) ◽  
pp. 1040-1048 ◽  
Author(s):  
Arne Lervåg ◽  
Charles Hulme
Keyword(s):  
Longitudinal Study ◽  
Reading Instruction ◽  
Reading Fluency ◽  
Reading Skills ◽  
Early Reading ◽  
Recognition System ◽  
Rapid Automatized Naming ◽  
Critical Component ◽  
Early Reading Skills ◽  
Reciprocal Influence

Previous studies have shown that rapid automatized naming (RAN) is a correlate of early reading skills; however, the interpretation of this finding remains controversial. We present the results from a 3-year longitudinal study. RAN, measured with nonalphabetic stimuli before reading instruction has begun, is a predictor of later growth in reading fluency. After reading instruction has started, RAN continues to exert an influence on the development of reading fluency over the next 2 years. However, there is no evidence of a reciprocal influence of reading fluency on the growth of RAN skill. We suggest that RAN taps the integrity of left-hemisphere object-recognition and naming circuits that are recruited to function as a critical component of the child's developing visual word-recognition system.

scholarly journals The Influence of The Big Book Media Has The Character of Conservation in Early Reading

2019 ◽  
Vol 2 (1) ◽  
pp. 141-147
Author(s):  
Otang Kurniaman ◽  
Nugraheti Sismulyasih Sb
Keyword(s):  
Data Analysis ◽  
Reading Skills ◽  
Regression Coefficient ◽  
Early Reading ◽  
First Grade ◽  
Significance Level ◽  
Early Reading Skills ◽  
Research Hypothesis ◽  
Quasi Experimental ◽  
The Media

The big book media with the character of conservation is the development of learning media adapted to the character of the child in early reading. The purpose of this study was to see the effect of big book media on conservation characteristics in early reading in the first grade of SD Labschool Unnes using a quasi-experimental method with a pretest-posttest design with one research class without any comparison class with data analysis using SPSS 17. The results of the study were correlation correlation pretest and posttest of 0.757 with a determinant coefficient or R Square of 0.573 that the big book media conservation character influences early reading with a magnitude of 0.548, to test the significance with Fcount = 22.821 with a significance level of 0.000 < 0.005, so the significant influence of big book media on conservation early reading skills, to answer the research hypothesis then tested by looking at constant posttest of 48.861 while the regression value of 0.561 can be interpreted that the regression coefficient is positive, then the research hypothesis is answered by the conclusion that the media is big book conservation characteristics affect early reading.

scholarly journals PENGGUNAAN MULTIMEDIA DAN ANIMASI INTERAKTIF TERHADAP KETERAMPILAN MEMBACA PERMULAAN SISWA

Instruksional ◽  
2020 ◽  
Vol 1 (2) ◽  
pp. 172
Author(s):  
Andriyani Andriyani ◽  
Happy Indira Dewi ◽  
Zulfitria Zulfitria
Keyword(s):  
Early Childhood ◽  
Statistical Analysis ◽  
Multiple Regression ◽  
Research Design ◽  
Experimental Research ◽  
Research Method ◽  
Reading Skills ◽  
Early Reading ◽  
Early Reading Skills ◽  
Interactive Animation

The purpose of this study was to determine the effect of the use of multimedia and interactive animation on early reading skills in early childhood. This research was conducted at TK Lab School FIP UMJ and Kindergarten Ketilang which involved 60 students in TK B group. The research method was using experimental research design statistics with 2x2 treatment with level design. The results of the multiple regression statistical analysis prove that multimedia and interactive animation have positive and significant effects. This can be proven from the results of the multiple regression statistical analysis it is known that Multimedia has a positive and significant effect on Early Reading Skills, meaning that multimedia and animation together (simultaneously) affect early reading skills.

scholarly journals DEVELOPING A TEXTBOOK WITH BIG BOOK MEDIA BASED BASAL READERS METHOD TO IMPROVE EARLY READING AT LOW CLASSES

2021 ◽  
Vol 5 (5) ◽  
pp. 1163
Author(s):  
Yani Agustiningrum ◽  
Slamet Utomo ◽  
Irfai Fathurrohman
Keyword(s):  
Elementary School ◽  
Reading Skills ◽  
Development Process ◽  
Early Reading ◽  
First Grade ◽  
T Test ◽  
Basal Readers ◽  
Validity Test ◽  
Early Reading Skills ◽  
Total Percentage

This study aimed to develop a basal readers method with Big Book media for educators and first grade students which was valid, practical, and effective. The development process was carried out based on Borg & Gill model which emphasized the context of needs (educators and students) so that a textbook for early reading skills could be produced through Big Book media based Basal Readers method. The results of the validity test, which was obtained from the validation of content, language, presentation, graphics, found that the total percentage was 93.10% with Very Valid category. Then, the results of the questionnaire revealed that the percentage of the teacher's response was 90.25% and for the students’ responses was 87.22% while the effectiveness of early reading based on the t-test showed that the value of t count > t table = 5.458 > 2.414. It was concluded that the textbook with big book media based basal readers method was feasible to be used in early reading at the lower grades of elementary school.

scholarly journals Readiness or Impairment: Cognitive and Linguistic Differences Between Children Who Learn to Read and Those Who Exhibit Difficulties With Reading in Kindergarten Compared to Their Achievements at the End of First Grade

2021 ◽  
Vol 12 ◽  
Author(s):  
Ariel Ne'eman ◽  
Shelley Shaul
Keyword(s):  
At Risk ◽  
Cognitive Abilities ◽  
Cognitive Skills ◽  
Reading Skills ◽  
Reading Speed ◽  
First Grade ◽  
Kindergarten Children ◽  
Reading Abilities ◽  
Significant Difference ◽  
Accurate Reading

Many studies have attempted to identify measures that predict reading abilities. The results of these studies may be inclined to over-identification of children considered at risk in kindergarten but who achieve parity in reading by the end of first grade. Therefore, the current study sought to analyze the specific cognitive and linguistic predictors of reading accuracy and reading speed separately. Additionally, the study examined if it is possible to use empirically validated measures to distinguish between children who are not ready to learn how to read in kindergarten but manage to acquire reading skills by the end of first grade, and those who continue to exhibit difficulties. The study followed 98 kindergarteners (43 boys and 55 girls) aged 4 years 10 months to six years from three different schools, who were taught how to read in kindergarten. Multiple measures of general cognitive skills, linguistic abilities, and reading abilities were measured at three different points in time: the beginning of kindergarten, the end of kindergarten, and the end of first grade. The study found that most of the children with good literacy and cognitive abilities learned how to read by the end of kindergarten. The analysis revealed a significant difference in cognitive abilities, such as executive functions and memory, which distinguished between the ability to acquire fluent reading and accurate reading. The study was able to successfully distinguish between “children with difficulties” and “un-ready” children. These results have various implications, especially in regard to the identification of and intervention with kindergarten children at risk for reading disabilities.

Sign in / Sign up

Export Citation Format

Share Document