6533b85afe1ef96bd12b9f8e

RESEARCH PRODUCT

Letter knowledge predicts Grade 4 reading fluency and reading comprehension

Pekka NiemiUlla LeppänenJari-erik NurmiKaisa Aunola

subject

Knowledge levelmedia_common.quotation_subjectMetacognitionEducational attainmentEducationDevelopmental psychologyBasic skillsFluencyReading comprehensionPhonological awarenessReading (process)Developmental and Educational PsychologyPsychologyCognitive psychologymedia_common

description

Abstract The present study examined the predictors of fourth graders' reading skills (reading comprehension, text reading and word chain reading). Reading skill antecedents of 158 children of 5–6 years of age were measured at the beginning of kindergarten; students' reading skills were measured in kindergarten and in Grades 1 and 4. The results showed that children's letter knowledge at the beginning of kindergarten was the most powerful predictor of their reading skills at the end of Grade 4. Other predictors were metacognitive awareness, gender, mother's level of education, and visual attention. Phonological awareness at kindergarten affected reading skills at Grade 4 through reading skills in kindergarten and Grade 1.

https://doi.org/10.1016/j.learninstruc.2007.11.004