Acquisition of Letter Naming Knowledge, Phonological Awareness, and Spelling Knowledge of Kindergarten Children at Risk for Learning to Read. (28th March 2018)

• Record Type: Journal Article
• Authors: Paige, David D.; Rupley, William H.; Smith, Grant S.; Olinger, Crystal; Leslie, Mary
• Other Names: Capirci Olga Academic Editor.
• Is Part Of: Child development research. Volume 2018(2018)
• Publication Date: 2018-03-28
• Subjects: Child development -- Periodicals; 305.23105
• DOI: 10.1155/2018/2142894
• Languages: English
• ISSNs: 2090-3987

Abstract

Abstract : This study measures letter naming, phonological awareness, and spelling knowledge in 2, 100 kindergarten students attending 63 schools within a large, urban school district. Students were assessed across December, February, and May of the kindergarten year. Results found that, by May, 71.8% of students had attained full letter naming knowledge. Phonological awareness emerged more slowly with 48% of students able to reliably segment and blend phonemes in words. Spelling development, a measure of phonics knowledge, found that, by May, 71.8% of students were in the partial-alphabetic phase. A series of regression analyses revealed that by the end of kindergarten both letter naming and phonological awareness were significant predictors of spelling knowledge ( b = .332 and .518 for LK and PA, resp.), explaining 52.7% of the variance.