This
study measures letter naming, phonological awareness, and spelling knowledge in
2,100 kindergarten students attending 63 schools within a large, urban school
district. Students were assessed across December, February, and May of the
kindergarten year. Results found that, by May, 71.8% of students had attained
full letter naming knowledge. Phonological awareness emerged more slowly with
48% of students able to reliably segment and blend phonemes in words. Spelling
development, a measure of phonics knowledge, found that, by May, 71.8% of
students were in the partial-alphabetic phase. A series of regression analyses
revealed that by the end of kindergarten both letter naming and phonological
awareness were significant predictors of spelling knowledge (β=.332 and .518
for LK and PA, resp.), explaining 52.7% of the variance.
Author(s) Details
David D. Paige
Bellarmine University, USA.
William H. Rupley
Department of Teaching, Learning, and Culture, College of Education and Human Development, Texas A&M University, College Station, TX 77843, USA.
Grant S. Smith
Northern Illinois University, DeKalb, IL, USA.
View Book: - http://bp.bookpi.org/index.php/bpi/catalog/book/166
Author(s) Details
David D. Paige
Bellarmine University, USA.
William H. Rupley
Department of Teaching, Learning, and Culture, College of Education and Human Development, Texas A&M University, College Station, TX 77843, USA.
Grant S. Smith
Northern Illinois University, DeKalb, IL, USA.
View Book: - http://bp.bookpi.org/index.php/bpi/catalog/book/166
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