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Prediction of kindergarten and first-grade reading skills: unique contributions of preschool writing and early-literacy skills.

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Title: Prediction of kindergarten and first-grade reading skills: unique contributions of preschool writing and early-literacy skills.
Authors: Hand, Eric D.1 (AUTHOR) hand@psy.fsu.edu, Lonigan, Christopher J.1 (AUTHOR) lonigan@psy.fsu.edu, Puranik, Cynthia S.2 (AUTHOR)
Source: Reading & Writing. Jan2024, Vol. 37 Issue 1, p25-48. 24p.
Subject Terms: *Kindergarten, *Phonological awareness, *Preschool children, *Preschools, *Emergent literacy, *Kindergarten facilities
Abstract: Researchers have argued that writing skills have significant implications for developing reading skills. A growing body of research has provided evidence that writing skills, in particular invented spelling, provide unique predictive information regarding future reading skills. This study examined which preschool early writing skills (i.e., name writing, letter writing, and invented spelling) had unique predictive relations with kindergarten and first-grade reading outcomes beyond the predictive contributions of preschool early literacy skills. A total of 252 preschool-age children (mean age = 58.62 months, SD = 3.60) were assessed on early literacy skills and early writing skills. Children completed measures of conventional reading skills in kindergarten and the first grade. Multi-level regression analyses were used to examine the degree to which early writing skills uniquely contributed to later reading outcomes. Results indicated that preschool children's invented spelling contributed unique variance to later reading outcomes beyond the contributions of early literacy skills. The results of this study suggest that, in addition to measures of early literacy skills, measures of invented spelling may be useful in the early identification of children at risk of reading difficulties. [ABSTRACT FROM AUTHOR]
Copyright of Reading & Writing is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Prediction of kindergarten and first-grade reading skills: unique contributions of preschool writing and early-literacy skills.
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  Data: <searchLink fieldCode="AR" term="%22Hand%2C+Eric+D%2E%22">Hand, Eric D.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> hand@psy.fsu.edu</i><br /><searchLink fieldCode="AR" term="%22Lonigan%2C+Christopher+J%2E%22">Lonigan, Christopher J.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> lonigan@psy.fsu.edu</i><br /><searchLink fieldCode="AR" term="%22Puranik%2C+Cynthia+S%2E%22">Puranik, Cynthia S.</searchLink><relatesTo>2</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Reading+%26+Writing%22">Reading & Writing</searchLink>. Jan2024, Vol. 37 Issue 1, p25-48. 24p.
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  Data: *<searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br />*<searchLink fieldCode="DE" term="%22Phonological+awareness%22">Phonological awareness</searchLink><br />*<searchLink fieldCode="DE" term="%22Preschool+children%22">Preschool children</searchLink><br />*<searchLink fieldCode="DE" term="%22Preschools%22">Preschools</searchLink><br />*<searchLink fieldCode="DE" term="%22Emergent+literacy%22">Emergent literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Kindergarten+facilities%22">Kindergarten facilities</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Researchers have argued that writing skills have significant implications for developing reading skills. A growing body of research has provided evidence that writing skills, in particular invented spelling, provide unique predictive information regarding future reading skills. This study examined which preschool early writing skills (i.e., name writing, letter writing, and invented spelling) had unique predictive relations with kindergarten and first-grade reading outcomes beyond the predictive contributions of preschool early literacy skills. A total of 252 preschool-age children (mean age = 58.62 months, SD = 3.60) were assessed on early literacy skills and early writing skills. Children completed measures of conventional reading skills in kindergarten and the first grade. Multi-level regression analyses were used to examine the degree to which early writing skills uniquely contributed to later reading outcomes. Results indicated that preschool children's invented spelling contributed unique variance to later reading outcomes beyond the contributions of early literacy skills. The results of this study suggest that, in addition to measures of early literacy skills, measures of invented spelling may be useful in the early identification of children at risk of reading difficulties. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Reading & Writing is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s11145-022-10330-1
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      – Code: eng
        Text: English
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      – SubjectFull: Kindergarten
        Type: general
      – SubjectFull: Phonological awareness
        Type: general
      – SubjectFull: Preschool children
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      – SubjectFull: Preschools
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      – SubjectFull: Emergent literacy
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      – SubjectFull: Kindergarten facilities
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              M: 01
              Text: Jan2024
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              Y: 2024
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