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The contributions of vocabulary and letter writing automaticity to word reading and spelling for kindergartners
Reading and Writing (2013)
  • Young-Suk Kim
  • Stephanie Al Otaiba, Southern Methodist University
  • Cynthia Puranik
  • Jessica Sidler Folsom
  • Luana L Greulich, Andrews University
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.

Keywords
  • Letter writing automaticity,
  • Semantic (vocabulary) knowledge,
  • alphabet knowledge,
  • phonological awareness,
  • spelling,
  • word reading
Disciplines
Publication Date
March 30, 2013
Publisher Statement
Retrieved on September 2, 2014 from http://works.bepress.com/cgi/sw_submit.cgi
Citation Information
Young-Suk Kim, Stephanie Al Otaiba, Cynthia Puranik, Jessica Sidler Folsom, et al.. "The contributions of vocabulary and letter writing automaticity to word reading and spelling for kindergartners" Reading and Writing Vol. 27 Iss. 2 (2013)
Available at: http://works.bepress.com/luana_greulich/3/