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The contributions of vocabulary and letter writing automaticity to word reading and spelling for kindergartners |
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| Authors: | Young-Suk Kim Stephanie Al Otaiba Cynthia Puranik Jessica Sidler Folsom Luana Gruelich |
| Institution: | 1. Florida Center for Reading Research and Florida State University, 1107 W. Call St., Tallahassee, FL, 32306, USA 2. Southern Methodist University, Dallas, TX, USA 3. University of Pittsburgh, Pittsburgh, PA, USA 4. Florida Center for Reading Research, Tallahassee, FL, USA 5. Andrews University, Berrien Springs, MI, USA |
| Abstract: | 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 knowledge. These questions were addressed using data from 242 English-speaking kindergartners and employing structural equation modeling. Results showed letter writing automaticity was moderately related to and a separate construct from alphabet knowledge fluency, and marginally (p = .06) related to spelling after accounting for phonological awareness, alphabet knowledge fluency, and vocabulary. Furthermore, vocabulary was positively and uniquely related to word reading and spelling after accounting for phonological awareness, alphabet knowledge fluency, and letter writing automaticity. |
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