Literacy achievement during kindergarten: Examining key contributors in an at-risk sample

Early Education and Development

Volumn 15, Issue 3, 2004, Pages 245-264

  Walpole, Sharon ^a   Chow, Sy Miin ^b   Justice, Laura M ^b  

^a UNIVERSITY OF DELAWARE   (United States)

^b UNIVERSITY OF VIRGINIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33747490140     PISSN: 10409289     EISSN: None     Source Type: Journal    
DOI: 10.1207/s15566935eed1503_1     Document Type: Article

References (53)

1. Adams, M. J., Foorman, B. R., Lundberg, I., & Beeler, T. (1998). Phonemic awareness in young children: A classroom curriculum. Baltimore, MD: Brookes.
2. American Speech-Language-Hearing Association (2001). Roles and responsibilities of speech-language pathologists with respect to reading and writing in children and adolescents (position statement, executive summary of guidelines, technical report). ASHA Supplement, 21, 17-27. Rockville, MD: Author.
3. Alexander, K. L., Entwisle, D. R., & Olson, L. S. (2001). Schools, achievement, and inequality: A seasonal perspective. Educational Evaluation and Policy Analysis, 23, 171-191.
4. Ball, E. (1993). Assessing phoneme awareness. Language, Speech, and Hearing Services in Schools, 24, 130-139.
5. Bear, D. R., Invernizzi, M. I., Templeton, S., & Johnston, F. (2000). Words their way: Word study for phonics, vocabulary, and spelling (2nd ed.). Upper Saddle River, NJ: Merrill.
6. Beck, I. L., McKeown, M. G. & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guilford.
7. Biemiller, A., & Slonim, N. (2001). Estimating root word vocabulary growth in normative and advantages populations: Evidence for a common sequence of vocabulary acquisition. Journal of Educational Psychology, 93, 498-520.
8. Bishop, A. G. (2003). Prediction of first-grade reading achievement: A comparison of fall and winter kindergarten screenings. Learning Disability Quarterly, 26, 189-200.
9. Blachman, B. A., Ball, E. W., Black, R., & Tangel, D. M. (2000). Road to the code: A phonological awareness program for young children. Baltimore, MD: Brookes.
10. Bowey, J. A. (1995). Socioeconomic status differences in preschool phonological sensitivity and first-grade reading achievement. Journal of Educational Psychology, 87, 476-487.
11. Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.). Testing structural equations models (136-162). Newbury, CA: Sage.
12. Bryant, P., Maclean, M., & Bradley, L. (1990). Rhyme, language, and children’s reading. Applied Psycholinguistics, 11, 237-252.
13. Catts, H. W., Fey, M. E., Zhang, X., & Tomblin, J. B. (1999). Language basis of reading and reading disabilities: Evidence from a longitudinal investigation. Scientific Studies of Reading, 3, 331-361.
14. Cooper, D. H., & Farran, D. C. (1988). Behavioral risk factors in kindergarten. Early Childhood Research Quarterly, 3, 1-19.
15. Coplan, R. J., Barber, A. M., & Lagace-Seguin, D. G. (1999). The role of child temperament as a predictor of early literacy and numeracy skills in preschoolers. Early Childhood Research Quarterly, 14, 537-553.
16. Coyne, M. D., Kame’enui, E. J., & Simmons, D. C. (2001). Prevention and intervention in beginning reading: Two complex systems. Learning Disabilities Research and Practice, 16, 62-73.
17. Dale, E., & O’Rourke, J. (1981). The living word vocabulary. Chicago: World Book/Childcraft International.
18. Dunn, L. M., & Dunn, L. M. (2000). The Peabody Picture Vocabulary Test – III. Circle Pines, MN: American Guidance Services.
19. Early, D. M., Pianta, R. C., & Cox, M. J. (1999). Kindergarten teachers and classrooms: A transition context. Early Education and Development, 10, 25-46.
20. Entwisle, D. R., & Alexander, K. L. (1994). Winter setback: The racial composition of schools and learning to read. American Sociological Review, 59, 446-460.
21. Entwisle, D. R., & Alexander, K. L. (1998). Facilitating the transition to first grade: The nature of transition and research on factors affecting it. Elementary School Journal, 98, 351-364.
22. Ganske, K. (2000). Word Journeys: Assessment-guided phonics, spelling, and vocabulary instruction. New York: The Guilford Press.
23. Gardner, M. F. (1990). Expressive one word picture vocabulary test-revised. Novato, CF: Academic Therapy Publications.
24. Hamre, B. K., & Pianta, R. C. (2001). Early teacher-child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72, 625-638.
25. Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore, MD: Brookes.
26. Howse, R. B., Calkins, S. D., Anastopoulos, A. D., Keane, S. P., & Shelton, T. L. (2003). Regulatory contributors to children’s kindergarten achievement. Early Education & Development, 14, 101-119.
27. Invernizzi, M., Meier, J., Swank, L., & Juel, C. (1997). Phonological awareness literacy screening- Kindergarten. Charlottesville, VA: University of Virginia.
28. Johnson, L. J., Gallagher, R. J., Cook, M., & Wong, P. (1995). Critical skills for kindergarten: Perceptions from kindergarten teachers. Journal of Early Intervention, 19, 315-349.
29. Juel, C. (1988). Learning to read and write: A longitudinal study of 54 children from first through fourth grades. Journal of Educational Psychology, 80, 437-447.
30. Juel, C., Biancarosa, G., Coker, D., & Deffes, R. (2003, April). Walking with Rosie: A cautionary tale of early reading instruction. Educational Leadership, 12-18.
31. Justice, L. M., Chow, Capellini, Flanigan, & Colton (2003). Emergent literacy intervention for vulnerable preschoolers: Relative efficacy of two approaches. American Journal of Speech-Language Pathology, 12, 320-332.
32. Justice, L. M., & Ezell, H. K. (2001). Written language awareness in preschool children from low-income households: A descriptive analysis. Communication Disorders Quarterly, 22, 123-134.
33. Justice, L. M., Meier, J., & Walpole, S. (in press). Learning new words from storybooks: An efficacy study with at-risk kindergarteners.
34. Lonigan, C. J., Bloomfield, B. G., Anthony, J. L., Bacon, K. D., Samwel, C. S., & Phillips, B. M. (1999) Relations among emergent literacy skills, behavior problems, and social competence in preschool children from low- and middle-income backgrounds. Topics in Early Childhood Special Education, 19, 40-53.
35. Lombardino, L. J., Bedford, T., Fortier, C., Brandi, J., & Cater, J. (1997). Invented spelling: Developmental patterns in kindergarten children and guidelines for early literacy intervention. Language, Speech, and Hearing Services in Schools, 28, 333-343.
36. McCardle, P., Scarborough, H. S., & Catts, H. W. (2001). Predicting, explaining, and preventing children’s reading difficulties. Learning disabilities research and practice, 16, 230-239.
37. Nation, K., & Hulme, C. (1997). Phonemic segmentation, not onset-rime segmentation, predicts early reading and spelling skills. Reading Research Quarteryl, 32, 154-167.
38. Neale, M. C., Boker, S. M., Xie, G., & Maes, H. H. (1999).Mx: Statistical modeling. Box 126 MCV, Richmond, VA 23298. Department of Psychiatry. 5th Edition.
39. O’Connor, R. E., & Jenkins, J. R. (1999). Prediction of reading disabilities in kindergarten and first grade. Scientific Studies of Reading, 3, 159-197.
40. Rimm-Kaufman, S. E., & Pianta, R. C. (2000). Teachers’ judgments of problems in the transition to kindergarten. Early Childhood Research Quarterly, 15, 147-166.
41. Roth, F. P., Speece, D. L., & Cooper, D. H. (2002). A longitudinal analysis of the connection between oral language and early reading. Journal of Educational Research, 95, 259-272.
42. Sbarra, D. A., & Pianta, R. C. (2001). Teacher ratings of behavior among African American and Caucasian children during the first two years of school. Psychology in the Schools, 38, 229-238.
43. Scarborough, H. S. (1989). Prediction of reading disability from familial and individual differences. Journal of Educational Psychology, 81, 101-108.
44. Scarborough, H. S. (1998). Early identification of children at risk for reading difficulties: Phonological awareness and some other promising predictors. In B. K. Shapiro, P. J. Accardo, and A. J. Capute (Eds.), Specific reading disability: A view of the spectrum (pp. 75-199). Timonium, MD: York Press.
45. Share, D. L., Jorm, A. F., Maclean, R., & Matthews, R. (1984). Sources of individual difference in reading acquisition. Journal of Educational Psychology, 76, 1309-1324.
46. Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing Reading Difficulties in Young Children. Washington, D.C.: National Academy Press.
47. Stahl, S.A., & Stahl, K.A.D. (2004). Word wizards all: Teaching word meanings in preschool and primary education. In J.F. Baumann & E.J. Kame’enui (Eds.), Vocabulary instruction: Research to practice. (pp. 59-80). New York: Guilford.
48. Stuart M. (1995). Through printed words to meaning: Issues of transparency. Journal of Research in Reading, 18, 126-131.
49. Tunmer, W. E., Herriman, & Nesdale(1988). Metalinguistic abilities and beginning reading. Reading Research Quarterly, 23, 134-158.
50. Ullmann, R. K., Sleator, E. K., & Sprague, R. L. (2000). ACTeRS. Champaign, IL: MetriTech.
51. Vecchiotti, S. (2003). Kindergarten: An overlooked educational policy priority. Social Policy Report, 17, 3-19.
52. Wagner, R. K., Torgesen, J. K., & Rashotte, C. A. (1994) The development of reading-related phonological processing abilities: New evidence of a bi-directional causality from a latent variable longitudinal study. Developmental Psychology, 30, 73-87.
53. Whitehurst, G. J., & Lonigan, C. J. (2002). Emergent literacy: Development from prereaders to readers. In S. B. Neuman and D. K. Dickinson (Eds.), Handbook of early literacy research (pp. 11-29). New York: Guilford Press.