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Developmental Profiles of Reading Fluency and Reading Comprehension from Grades 1 to 9 and Their Early Identification
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Psyridou, Maria; Tolvanen, Asko; de Jong, Peter F.; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Torppa, Minna – Developmental Psychology, 2021
This study examined developmental profiles of reading fluency and reading comprehension in Grades 1 to 9 (ages 7 to 15) in a large Finnish sample (N = 2,518). In addition, early predictors of the profiles were analyzed with respect to kindergarten cognitive skills (phonological awareness, letter knowledge, rapid automized naming [RAN], number…
Descriptors: Reading Comprehension, Reading Fluency, Grade 1, Grade 9
Invented Spelling in Kindergarten as a Predictor of Reading and Spelling in Grade 1: A New Pathway to Literacy, or Just the Same Road, Less Known?
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Ouellette, Gene; Sénéchal, Monique – Developmental Psychology, 2017
In this study we evaluated whether the sophistication of children's invented spellings in kindergarten was predictive of subsequent reading and spelling in Grade 1, while also considering the influence of well-known precursors. Children in their first year of schooling (mean age = 66 months; N = 171) were assessed on measures of oral vocabulary,…
Descriptors: Invented Spelling, Kindergarten, Predictor Variables, Reading Ability
Modeling the Co-Development of Correlated Processes with Longitudinal and Cross-Construct Effects
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Petscher, Yaacov; Quinn, Jamie M.; Wagner, Richard K. – Developmental Psychology, 2016
Conceptualizations of developmental trends are driven by the particular method used to analyze the period of change of interest. Various techniques exist to analyze developmental data, including individual growth curve analysis in observed and latent frameworks, cross-lagged regression to assess interrelations among variables, and multilevel…
Descriptors: Individual Development, Correlation, Longitudinal Studies, Oral Reading
The Developmental Dynamics of Children's Academic Performance and Mothers' Homework-Related Affect and Practices
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Silinskas, Gintautas; Kiuru, Noona; Aunola, Kaisa; Lerkkanen, Marja-Kristiina; Nurmi, Jari-Erik – Developmental Psychology, 2015
This study investigated the longitudinal associations between children's academic performance and their mothers' affect, practices, and perceptions of their children in homework situations. The children's (n = 2,261) performance in reading and math was tested in Grade 1 and Grade 4, and the mothers (n = 1,476) filled out questionnaires on their…
Descriptors: Homework, Mothers, Parent Child Relationship, Academic Achievement
The Role of Frequent, Interactive Prekindergarten Shared Reading in the Longitudinal Development of Language and Literacy Skills
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Zucker, Tricia A.; Cabell, Sonia Q.; Justice, Laura M.; Pentimonti, Jill M.; Kaderavek, Joan N. – Developmental Psychology, 2013
In this study, we examined the longitudinal relations between frequency and features of reading experiences within the preschool classroom to children's language and literacy outcomes in kindergarten and 1st grade. "Frequency" refers to the number of shared reading sessions conducted each week as measured by teachers' written reading…
Descriptors: Preschool Children, At Risk Students, Beginning Reading, Reading Aloud to Others
The Nonword-Reading Deficit of Disabled Readers: A Developmental Interpretation
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Van den Broeck, Wim; Geudens, Astrid; van den Bos, Kees P. – Developmental Psychology, 2010
This article presents empirical evidence challenging the received wisdom that a nonword-reading deficit is a characteristic trait of disabled readers. On the basis of 2 large-scale empirical studies using the reading-level match design, we argue that a nonword-reading deficit is the consequence of normal developmental differences in word-specific…
Descriptors: Reading Difficulties, Reading Skills, Disabilities, Developmental Stages