The authors present the results of a 2-year longitudinal study of 228 Norwegian children beginning some 12 months before formal reading instruction began. The relationships between a range of cognitive and linguistic skills (letter knowledge, phoneme manipulation, visual-verbal paired-associate learning, rapid automatized naming (RAN), short-term…

This article comments on the discussion of S. A. Storch and G. J. Whitehurst's literacy development model in the article by the National Institute of Child Health and Human Development (NICHD) Early Child Care Research Network (ECCRN). Specifically, this comment focuses on concerns raised by the NICHD ECCRN that Storch and Whitehurst's model does…

The authors present the results of a 2-year longitudinal study of 90 British children beginning at school entry when they were 4 years 9 months old (range = 4 years 2 months to 5 years 2 months). The relationships among early phonological skills, letter knowledge, grammatical skills, and vocabulary knowledge were investigated as predictors of word…

What is the role of oral language in reading competence during the transition to school? Is oral language in preschool best conceptualized as vocabulary knowledge or as more comprehensive language including grammar, vocabulary, and semantics? These questions were examined longitudinally using 1,137 children from the National Institute of Child…

Verbal precocity at 20 months of age did not predict children's later precocious reading. Frequency of story reading in the home at 24 months predicted children's language ability at 2.5 and 4.5 years and, along with literacy instruction, predicted knowledge of print conventions at 4.5. (BC)