Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
365940 | Learning and Instruction | 2008 | 17 Pages |
Abstract
The present study examined the predictors of fourth graders' reading skills (reading comprehension, text reading and word chain reading). Reading skill antecedents of 158 children of 5–6 years of age were measured at the beginning of kindergarten; students' reading skills were measured in kindergarten and in Grades 1 and 4. The results showed that children's letter knowledge at the beginning of kindergarten was the most powerful predictor of their reading skills at the end of Grade 4. Other predictors were metacognitive awareness, gender, mother's level of education, and visual attention. Phonological awareness at kindergarten affected reading skills at Grade 4 through reading skills in kindergarten and Grade 1.
Related Topics
Social Sciences and Humanities
Psychology
Developmental and Educational Psychology
Authors
Ulla Leppänen, Kaisa Aunola, Pekka Niemi, Jari-Erik Nurmi,