Kindergarten Prediction of Reading Skills: A Longitudinal Comparative Analysis

By C. Schatschneider, Jack M. Fletcher, D. Francis, Coleen D. Carlson, B. Foorman. 2004

884 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/d73e366fee5990ea62ac5db9161fbe1cd49a3cc6

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In Developmental and Educational Psychology

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Citations in the corpus

Early Identification of Reading Difficulties Using Heterogeneous Developmental Trajectories (2008, background): “correct response in this example is rug, which corresponds to the first sound of rake (Schatschneider et al., 2004).”
Why the Simple View of Reading Is Not Simplistic: Unpacking Component Skills of Reading Using a Direct and Indirect Effect Model of Reading (DIER) (2017, background): “…as phonological awareness, orthographic symbol knowledge, orthographic awareness, and morphological awareness (Apel et al., 2012; Kim et al., 2013; Schatschneider et al., 2004), as well as those for reading comprehension such as background knowledge, text reading fluency, and text structure…”
Rapid naming speed and Chinese character recognition (2008, background): “Felton, Naylor, & Wood, 1990; Scarborough, 1998); (3) RAN tasks account for variance in both word reading accuracy and fluency, with the relation being stronger for the fluency measures (e.g., Bowers, 1995; Katzir et al., 2006; Schatschneider, Fletcher,Francis,Carlson,F YoungB(4)RANtasks seemtobeas”
Interpreting the Early Language Trajectories of Children from Low SES and Language Minority Homes: Implications for Closing Achievement Gaps (2012, neutral): “…of phonological awareness is a particularly strong predictor in the early stages of learning to read when the major hurdle for children is to learn to use letter–sound correspondences to decode printed text (i.e., to sound out words; Schatschneider, Fletcher, Francis, Carlson, & Foorman, 2004).”
Early prediction of reading comprehension within the simple view framework (2015, background): “, 2009; Storch & Whitehurst, 2002) as well as a very large literature that has documented the connection between phonological awareness and letter knowledge in kindergarten and word recognition/reading comprehension in the early school grades (Al Otaiba et al., 2011; Catts, Fey, Zhang, Tomblin, 2001”
A longitudinal analysis of English language learners’ word decoding and reading comprehension (2007, background): “Schatschneider, Fletcher, Francis, Carlson, and Foorman (2004) found that letter-sound knowledge, phonological awareness, and naming speed accounted for unique variance in later reading outcomes, but oral language, perceptual skills, and vocabulary did not.”
Visual constraints in written word recognition: evidence from the optimal viewing-position effect (2005, background): “In addition, children with deficient phonological awareness (i.e. awareness that spoken words consist of sequences of sounds, phonemes) are at risk for not acquiring good reading skills (e.g. Schatschneider et al., 2004).”
Letter names, letter sounds and phonological awareness: an examination of kindergarten children across letters and of letters across children (2006, background): “(See also Schatschneider et al. 2004).”
Mother–child joint writing and storybook reading and their effects on kindergartners’ literacy: an intervention study (2012, neutral): “This conclusion derives primarily from studies showing how preschoolers’ literacy and language correspond with later acquisition of reading and spelling in school ( Schatschneider, Fletcher, Francis, Carlson, & Foorman, 2004 ).”