In this study, we aimed to determine the early cognitive and home environmental predictors of reading in Turkish-speaking children. A total of 362 children participated in the study. We monitored the children for 3 years and assessed the home environmental variables and cognitive skills in kindergarten, reading fluency at the end of the first…

Previous research has demonstrated correlation between letter-naming and letter-writing fluency, and a relationship between letter-naming fluency and successful reading development. Awareness of critical features of letters has received less attention as a part of handwriting development, but it is theorized to also play a role in letter-writing…

Reading fluency has been acknowledged as a key component in the process of learning to read. As students enter kindergarten, many of them do not have the early or emergent literacy skills they need in order to become fluent readers. Kindergarten students in a Midwest suburban elementary school were studied focusing on their development of reading…

We investigated the role of linguistic and cognitive processes in reading precocity from kindergarten to grade 2. A sample of 33 precocious readers was identified that did not differ on age, gender, and parental education to a control group of 259 typical readers. The effects of verbal ability were also controlled. All children were administered a…

Fluency with skills that operate below the word level (i.e., sublexical), such as phonemic awareness and alphabetic knowledge, may ease the acquisition of decoding skills (Ritchey & Speece, 2006). Measures of sublexical fluency such as phoneme segmentation fluency (PSF), letter naming fluency (LNF), and letter sound fluency (LSF) are widely…

The UPSTART Summer program is a federally funded i3 validation project that uses a computer-based program to maintain and develop the literacy skills of elementary school students in rural Utah during the summer months when school is out of session. Researchers used a quasi-experimental design to evaluate the impact of the program in forestalling…

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…

This project tested the effects of adding instruction of trios of children in patterning, mathematics, early literacy, or social studies to ongoing instruction in kindergartens. Children were randomly assigned to trios which were randomly assigned to one of four kinds of instruction. A quarter of the trios received patterning instruction with a…

Although several measures are available for monitoring kindergarten reading progress, little research has directly compared them to determine which are superior in predicting year-end reading skills relative to other measures, and how validity may change across the school year as reading skills develop. A sample of 426 kindergarten students who…

Although letter naming fluency (LNF) and letter sound fluency (LSF) measures are widely available to educators for assessing early literacy skills of kindergarten children, better understanding of the contributions of these skills to reading development can help improve the interpretation of LNF and LSF data for instructional decisions. This study…

Purpose: The purpose of this study was to examine how well a kindergarten dynamic assessment of decoding predicts future reading difficulty at 2nd, 3rd, 4th, and 5th grade and to determine whether the dynamic assessment improves the predictive validity of traditional static kindergarten reading measures. Method: With a small variation in sample…

In the present study we examined the relation between alphabet knowledge fluency (letter names and sounds) and letter writing automaticity, and unique relations of letter writing automaticity and semantic knowledge (i.e., vocabulary) to word reading and spelling over and above code-related skills such as phonological awareness and alphabet…

This study examined the predictive validity of formative assessments embedded in a Tier 2 intervention curriculum for kindergarten students identified as at risk for reading difficulty. We examined when (i.e., months during the school year) measures could predict reading outcomes gathered at the end of kindergarten and whether the predictive…

This study investigated the feasibility of multicomponent linguistic awareness intervention on early literacy skills in at-risk kindergarteners. Seventeen students, including native Spanish-speaking English language learners (n = 10) and native English speakers (n = 7), participated in a 6-week small-group therapy program, for a total of 12…

The current study examined a solution to high false positive reading risk classification rates in early kindergarten by investigating a method of identifying students with possible false positive risk classifications and returning them to general classroom instruction. Researchers assessed kindergarten students (N = 105) identified as at risk who…