On the contribution of kindergarten writing to grade 1 literacy: A longitudinal study in Hebrew

By Evelyn Shatil, D. Share, I. Levin. Applied Psycholinguistics, 2000

215 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/dc4d3c452d9ba311a4b0f0ca64f93b765f281dd0

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In Developmental and Educational Psychology

In Education

In Statistics and Probability

Citations in the corpus

Why is letter-name knowledge such a good predictor of learning to read? (2005, background): “Kindergarten LNK also predicts initial spelling achievement (Muter et al., 1997; Pennington & Lefly, 2001; Shatil, Share, & Levin, 2000 ) and contributes enduringly to reading achievement throughout elementary school years, and even afterwards (Blatchford & Plewis, 1990; Muehl & Di Nello, 1976; Vel”
Mother-child conversations at 36 months and at pre-kindergarten: Relations to children's school readiness (2012, background): “For example, children’s language skills during the preschool years predict later reading and spelling competence (e.g. Aram and Levin, 2001; Dickinson and Tabors, 2001; Dickinson et al., 2003; Shatil et al., 2000).”
Mother-Child Joint Writing and Storybook Reading: Relations With Literacy Among Low SES Kindergartners (2002, result): “Our results substantiate the importance of joint writing, because the predicted skills (word writing/recognition and phonological awareness) have been repeatedly found to predict reading and writing acquisition in school (e.g., Adams, 1991; Muter et al., 1997; Naslund & Schneider, 1996; Shatil et al”
The role of invented spelling on learning to read in low-phoneme awareness kindergartners: a randomized-control-trial study (2012, background): “Indeed, longitudinal correlation studies provide some support for this relation by showing a robust predictive relation between the sophistication of children’s invented (or phonological) spelling in kindergarten and reading outcomes in grade school (e.g., Caravolas, Hulme, & Snowling, 2001; McBride”
Continuity in children’s literacy achievements: A longitudinal perspective from kindergarten to school (2005, background): “Shatil et al. (2000) found that kindergarten writing significantly predicted variance in decoding, spelling and reading comprehension in first grade, even after controlling for general intelligence.”