Factorial and predictive validity of first graders' scores on the early reading screening instrument

Psychological Reports

Volumn 81, Issue 1, 1997, Pages 207-210

  Perney, Jan ^a   Morris, Darrell ^b   Carter, Stamey ^b  

^a NATIONAL LOUIS UNIVERSITY   (United States)

^b NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0001578289     PISSN: 00332941     EISSN: 1558691X     Source Type: Journal    
DOI: 10.2466/pr0.1997.81.1.207     Document Type: Article

References (7)

1. CLAY, M. (1979) Reading: the patterning of complex behavior. Auckland, New Zealand: Heinemann.
2. EHRI, L., & WILCE, L. (1985) Movement into reading: is the first stage of printed word learning visual or phonetic? Reading Research Quarterly, 20, 163-179.
3. HENDERSON, E. (1980) Developmental concepts of word. In E. Henderson & J. Beers (Eds.), Developmental and cognitive aspects of learning to spell: a reflection of word knowledge. Newark, DE: International Reading Association. Pp. 1-14.
4. LOMBARDINO, L., DEFILLIPO, F., SARISKY, C., & MONTGOMERY, A. (1992) Kindergarten children's performance on the Early Reading Screening Instrument. Paper presented at the Annual Convention of the American Speech/Language and Hearing Association, San Antonio, TX.
5. MORRIS, D. (1981) Concept of word: a developmental phenomenon in the beginning reading and writing processes. Language Arts, 58, 659-668.
6. MORRIS, D. (1992) What constitutes at-risk: screening children for first grade reading intervention. Best Practices in School Speech-Language Pathology, 2, 43-51.
7. MORRIS, D., & PERNEY, J. (1984) Developmental spelling as a predictor of first-grade reading achievement. Elementary School Journal, 84, 441-457.