Predicting Kindergartners' End of Year Spelling Ability from Their Reading, Alphabetic, Vocabulary, and Phonological Awareness Skills, and Prior Literacy Experiences

Abstract: 

This study examined the role of home literacy, parental education, and demographic factors in addition to conventional literacy skills at the beginning and end of kindergarten in predicting end-of-kindergarten spelling achievement. The study involved 9 schools and 29 classrooms serving an economically and ethnically diverse population (N = 288). Students spelled three types of words: sight words, decodable real words, and decodable pseudowords; spellings were scored to allow partial credit for invented spelling. Results from a three-step hierarchical regression indicated the variables accounted for 66% of the variance in spelling scores, with the single strongest spring predictor being a 1-minute letter-sound fluency test. Implications for instruction and for identifying students at risk for spelling and reading difficulties are discussed.

Citation: 

Al Otaiba, S., Puranik, C., Rouby, D. A., Greulich, L., Folsom, J. S., & Lee, J. (2010). Predicting kindergartners' end of year spelling ability from their reading, alphabetic, vocabulary, and phonological awareness skills, and prior literacy experiences. Learning Disabilities Quarterly, 33(3), 171-184.

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