Kindergarten Predictors of First- and Second-Grade Reading Achievement

By Darrell Morris, Janet W. Bloodgood, J. Perney. The Elementary school journal, 2003

93 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/b38d8e4e4a618cbe45a261fac4ab1f2892c07497

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Terrence Tivnan
2. S. Rimm-Kaufman
3. L. Hemphill
4. C. Ponitz
5. Timothy W. Curby

In Education

1. Timothy W. Curby
2. C. Ponitz
3. Kevin J. Grimm
4. Terrence Tivnan
5. S. Rimm-Kaufman
6. L. Hemphill
7. Megan M. McClelland
8. Robert C. Pianta

In Statistics and Probability

1. Terrence Tivnan
2. S. Rimm-Kaufman
3. L. Hemphill
4. Kevin J. Grimm
5. C. Ponitz
6. Timothy W. Curby

Citations in the corpus

• The Importance of Early Vocabulary for Literacy Achievement in High-Poverty Schools (2008, result): “Analyses of study children’s first-grade reading achievement showed the importance of early decoding skills and phonemic awareness in predicting success at the end of first grade, results that are consistent with much of the other literature on beginning reading skills (Juel, 1988; Morris et al., 20”
• Kindergarten Classroom Quality, Behavioral Engagement, and Reading Achievement (2009, background): “For example, Morris et al. (2003) found that by the middle of kindergarten, reading skills such as word recognition predicted first- and secondgrade literacy competence.”