Acquisition of Letter Naming Knowledge, Phonological Awareness, and Spelling Knowledge of Kindergarten Children at Risk for Learning to Read

Child Development Research

David D. Paige^1¹  William H. Rupley^2² 

[1] Bellarmine University, Louisville, KY, USA^1;Texas AM University, College Station, TX, USA^2

DOI  :  10.1155/2018/2142894

学科分类：社会科学、人文和艺术（综合）

来源: Hindawi Publishing Corporation

【 摘 要 】

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.

【 授权许可】

CC BY