Acquisition of Letter Naming Knowledge, Phonological Awareness, and Spelling Knowledge of Kindergarten Children at Risk for Learning to Read Academic Article

abstract

• This study measures letter naming, phonological awareness, and spelling knowledge in 2,100 kindergarten students attending 63 schools within a large, urban school district. Students were assessed across December, February, and May of the kindergarten year. Results found that, by May, 71.8% of students had attained full letter naming knowledge. Phonological awareness emerged more slowly with 48% of students able to reliably segment and blend phonemes in words. Spelling development, a measure of phonics knowledge, found that, by May, 71.8% of students were in the partial-alphabetic phase. A series of regression analyses revealed that by the end of kindergarten both letter naming and phonological awareness were significant predictors of spelling knowledge (b = .332 and .518 for LK and PA, resp.), explaining 52.7% of the variance.

authors

• Rupley, William

published proceedings

• Child Development Research

author list (cited authors)

• Paige, D. D., Rupley, W. H., Smith, G. S., Olinger, C., & Leslie, M.

citation count

• 16

complete list of authors

• Paige, David D||Rupley, William H||Smith, Grant S||Olinger, Crystal||Leslie, Mary

publication date

• January 2018

publisher

• Hindawi  Publisher

published in

• Child Development Research  Journal

keywords

• Basic Behavioral And Social Science
• Behavioral And Social Science

Digital Object Identifier (DOI)

• 10.1155/2018/2142894

start page

• 1

end page

• 10

volume

• 2018

URL

• http://dx.doi.org/10.1155/2018/2142894