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An Examination of Kindergarten Oral Language for African American Students: Are There Meaningful Differences in Comparison to Peers?
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Modeling Oral Reading Fluency Development in Latino Students: A Longitudinal Study Across Second and Third Grade.
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Writing fluency and quality in kindergarten and first grade: The role of attention, reading, transcription, and oral language.
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Towards an understanding of dimensions, predictors, and gender gap in written composition
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Examining the contribution of handwriting and spelling to written expression in kindergarten children.
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Developmental Trajectories of Writing Skills in First Grade: Examining the Effects of SES and Language and/or Speech Impairments
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Towards an understanding of dimensions, predictors, and gender gap in written composition.
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Writing Evaluation: Rater and Task Effects on the Reliability of Writing Scores for Children in Grades 3 and 4.
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The Impact of Transcription Writing Interventions for First-Grade Students.
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The relation of linguistic awareness and vocabulary to word reading and spelling for first-grade students participating in response to intervention.
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The contributions of vocabulary and letter writing automaticity to word reading and spelling for kindergartners.
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The contributions of vocabulary and letter writing automaticity to word reading and spelling for kindergartners
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Predicting kindergartners' end of year spelling ability from their reading, alphabetic, vocabulary, and phonological awareness skills, and prior literacy experiences.
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The contributions of vocabulary and letter writing automaticity to word reading and spelling for kindergartners
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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. ; Letter writing automaticity, Semantic (vocabulary) knowledge, Alphabet knowledge, Phonological awareness, Spelling, Word reading ; Kim, Y.-S., Al Otaiba, S., Puranik, C., Folsom, J. S., & Greulich, L. (2014). The contributions of vocabulary and letter writing automaticity to word reading and spelling for kindergartners. Reading and Writing: An Interdisciplinary Journal, 27, 237-253. DOI:10.1007/s11145-013-9440-9
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URL: http://purl.flvc.org/fsu/fd/FSU_libsubv1_scholarship_submission_1460577167 https://doi.org/10.1007/s11145-013-9440-9 http://diginole.lib.fsu.edu/islandora/object/fsu%3A291197/datastream/TN/view/contributions%20of%20vocabulary%20and%20letter%20writing%20automaticity%20to%20word%20reading%20and%20spelling%20for%20kindergartners.jpg
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Effectiveness of Early Phonological Awareness Interventions for Students with Speech or Language Impairments.
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The relation of linguistic awareness and vocabulary to word reading and spelling for first-grade students participating in response to intervention
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Relations among student attention behaviors, teacher practices, and beginning word reading skill.
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