Oral language and code-related precursors to reading: evidence from a longitudinal structural model.

By Stacey A. Storch, G. Whitehurst. Developmental Psychology, 2002

1,790 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/8df123aae9e835c835aacae138b630ba80e8856a

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In Developmental and Educational Psychology

In Education

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Citations in the corpus

Educational Effects of a Vocabulary Intervention on Preschoolers' Word Knowledge and Conceptual Development: A Cluster‐Randomized Trial (2011, background): “Studies have demonstrated that the size of an individual’s word knowledge is related not only to comprehension in elementary grades (Scarborough, 2002; Storch & Whitehurst, 2002) but also to f luency and comprehension in high school (Cunningham & Stanovich, 1997).”
Reading Comprehension (2016, neutral): “…Jenkins, 2001), vocabulary knowledge (Quinn, Wagner, Petscher, & Lopez, 2015), language comprehension (Kendeou, van den Broek, White, & Lynch, 2009; Storch & Whitehurst, 2002), prior knowledge (Kintsch, 1988), comprehension monitoring (Cain, Oakhill, Barnes, & Bryant, 2001), and working memory…”
How Effective Are Family Literacy Programs? (2011, background): “This distinction was informed not only by theoretical models of emergent literacy development (Storch & Whitehurst, 2002; Whitehurst & Lonigan, 1998) that distinguish between oral language skills (i.e., semantic, syntactic, and conceptual abilities) and code-related skills (abilities necessary for…”
Telling Stories and Making Books: Evidence for an Intervention to Help Parents in Migrant Head Start Families Support Their Children's Language and Literacy (2010, background): “These patterns of underachievement begin early, are stable over time, and result in poor school performance and its accompanying negative long-term effects (McCardle et al., 2001; Schatschneider, Fletcher, Francis, Carlson, & Foorman, 2004; Storch & Whitehurst, 2002; Zill & Resnick, 2006).”
Early Training in Oral Comprehension and Phonological Skills: Results of a Three-Year Longitudinal Study (2010, background): “This rules out the idea that the development of language comprehension is solely a matter of vocabulary growth in young children and supports recent developmental analyses by Cain et al. (2004); the NICHD Early Child Care Research Network (2005); and Storch and Whitehurst (2002).”
Why poor children are more likely to become poor readers: the early years (2014, background): “…direct link between oral language competence and reading ability (Carroll et al. 2011; NICHD 2005), while others find that oral language is associated with early reading mainly through phonological awareness and code-related skills, and has no independent effect (Storch and Whitehurst 2001, 2002).”
What's Meaning Got to Do With It: The Role of Vocabulary in Word Reading and Reading Comprehension (2006, background): “Together with the correlational evidence of Roth et al. (2002), these analyses confirm an increased relevance of oral vocabulary through the early years of schooling (see also Sénéchal & LeFevre, 2002; Storch & Whitehurst, 2002; Whitehurst & Lonigan, 1998).”
Testing the Home Literacy Model: Parent Involvement in Kindergarten Is Differentially Related to Grade 4 Reading Comprehension, Fluency, Spelling, and Reading for Pleasure (2006, background): “The study shows that literacy skills and phoneme awareness measured at the end of kindergarten or Grade 1 are very good predictors of Grade 4 literacy for French-speaking children as they are for English-speaking children (Juel, 1988; Storch & Whitehurst, 2002).”
Mothers' Storybook Reading and Kindergartners' Socioemotional and Literacy Development (2009, background): “Alphabetic skills predict first-grade reading achievements, whereas language skills predict comprehension (Levin et al., 1996; Shatil & Share, 2003; Storch & Whitehurst, 2002).”
Links Among Home Literacy Environment, Literacy Interest, and Emergent Literacy Skills in Preschoolers At Risk for Reading Difficulties (2012, background): “…which include letter–word identification and alphabet knowledge, are related to kindergarten literacy skills, which in turn are related to reading and language skills in first and second grade and finally related to third- and fourth-grade reading comprehension (Storch & Whitehurst, 2002).”
Teacher Education, Book-Reading Practices, and Children's Language Growth Across One Year of Head Start (2009, background): “Storch and Whitehurst (2002) reported that oral language skills relate to code-related precursors of later reading, and those skills, in turn, are linked to children’s first-grade reading achievement.”