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Kindergarten Predictors of First- and Second-Grade Reading Achievement
Darell Morris
Janet Bloodgood
Jan Perney
Elementary School Journal , Volume 104, Number 2, November 2003, pp. 93-110
This study examines the ability of six kindergarten pre-reading skills (beginning consonant awareness, concept of word in text, spelling with beginning and ending consonants; phoneme segmentation, word recognition, and contextual reading) to predict later reading achievement. Results showed that alphabet recognition, concept of word in text, spelling with beginning and ending consonants, and word recognition effectively predicted success in first grade reading. The study also indicates that effective predictions of reading achievement could be made by the middle of the kindergarten. Lastly, findings indicated that developmental spelling ability in kindergarten is a greater predictor of reading achievement than alphabet knowledge and oral phoneme awareness.
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