Reading skills of first graders who learn to read and write in German and English (Jutta Rymarczyk / Annika Musall)

The factorial and predictive validity of the Early Reading Screening Instrument was examined for 105 first grade students. Analysis indicated that the test is unidimensional and can predict first grade reading skills at the end of the school year with at least a moderate amount of accuracy. A previous study indicated predictive validity coefficients of .66 and .73 when the criteria were word recognition and reading comprehension. The current study yielded predictive validity coefficients of .67 and .70 for these criteria.

Download Full-text

A Reading Level Match Study of Nonword Reading Skills in Poor Readers with Varying IQ

Journal of Learning Disabilities ◽

10.1177/002221949202500506 ◽

1992 ◽

Vol 25 (5) ◽

pp. 318-326 ◽

Cited By ~ 60

Author(s):

Rebecca H. Felton ◽

Frank B. Wood

Keyword(s):

Reading Skills ◽

Word Identification ◽

First Graders ◽

Reading Level ◽

Intellectual Ability ◽

Poor Readers ◽

Fifth Grade ◽

Verbal Intelligence ◽

Verbal Iq ◽

Nonword Reading

This study evaluated the hypothesis that poor readers are characterized by poor nonword reading skills, but that a specific deficit, as opposed to a developmental lag, in nonword reading will be found only in subjects whose reading is discrepant from intellectual ability. To test this hypothesis, we measured nonword reading skills in 93 (64 male, 29 female) third-grade poor readers and 54 (37 male, 17 female) fifth-grade poor readers (with and without reading/IQ discrepancies) who were matched to 147 (81 male, 66 female) nondisabled first graders on word identification skills. Results showed third- and fifth-grade poor readers to be significantly more impaired than word-identification level match first graders on all measures on nonword reading. These findings were not related to the verbal IQ level within the poor reader groups and, thus, provide strong evidence for a deficit in nonword reading skills that is not explained by verbal intelligence.

Download Full-text

Two-year follow-up of a code-oriented intervention for lower-skilled first-graders: the influence of language status and word reading skills on third-grade literacy outcomes

Reading and Writing ◽

10.1007/s11145-012-9393-4 ◽

2012 ◽

Vol 26 (6) ◽

pp. 821-843 ◽

Cited By ~ 4

Author(s):

Patricia F. Vadasy ◽

Elizabeth A. Sanders

Keyword(s):

Reading Skills ◽

Word Reading ◽

First Graders ◽

Third Grade ◽

Literacy Outcomes ◽

Language Status

Download Full-text

RESULTS OF COGNITIVE AND NON-COGNITIVE RESEARCH OF FIRST-GRADERS IN ALMATY

BULLETIN Series of Philological Sciences ◽

10.51889/2020-3.1728-7804.49 ◽

2020 ◽

Vol 73 (3) ◽

pp. 318-322

Author(s):

S. Abisheva ◽

◽

A. Ongarbaevа ◽

S. Serikova ◽

◽

...

Keyword(s):

Primary School ◽

Reading Skills ◽

First Graders ◽

Vocabulary Knowledge ◽

Tabular Form ◽

The Third ◽

Written Information ◽

Cognitive Research ◽

New Knowledge ◽

Text Reading

Reading is a way of translating and mastering socio-cultural information embodied in a certain cultural text. The authors note that the purpose of reading is to obtain and process written information. At the beginning of the third Millennium, more and more people are talking about the third revolution in reading, associated with the digitization of text and the arrival of hypertext. Primary school is a special stage in a child's life. It is associated with the formation of the basics of the student's ability to learn and the ability to organize their activities. It is reading skills that will provide a younger student with the opportunity to independently acquire new knowledge, and in the future will create a basis for self-education. Therefore, the authors focus on the "Vocabulary" Block, which contains 16 tasks aimed at evaluating the vocabulary of a (mostly passive) child. Clearly shown in tabular form are the following data: Vocabulary, knowledge of letters, Mechanical reading of text, reading and understanding of text.

Download Full-text

Analysis of the results of the study of reading skills formation in younger students of russian-language schools in Almaty

Pedagogy and Psychology ◽

10.51889/2020-4.2077-6861.20 ◽

2020 ◽

Vol 45 (4) ◽

pp. 160-169

Author(s):

S. Abisheva ◽

◽

Z. Polyak ◽

M. Assylbekova ◽

D. Sabirova ◽

...

Keyword(s):

Cognitive Assessment ◽

Reading Skills ◽

First Graders ◽

Russian Language ◽

Assessment Tools ◽

Learning To Read ◽

Early Reading Skills ◽

Measurement Results ◽

Four Blocks ◽

Language Schools

The assessment of progress in learning to read, carried out among first-graders of 11 Russian-teaching schools in Almaty, was in-depth and included a comprehensive system for assessing child development. This system connects different results obtained in different evaluative sections: educational, metasubject, individual and personal. Two cognitive assessment tools were administered to diagnose children: a vocabulary test and a multi-task reading test. The test for the diagnosis of early reading skills consists of four blocks corresponding to the four stages of development of reading skills in children. The analysis of the scale within the framework of modern testing theory allows for a deep analysis of the characteristics of the functioning of individual tasks and the test as a whole, as well as obtaining measurement results on an interval scale. The most important results of the initial analysis of the assessment results were the absence of differences in reading skills between girls and boys who came to school, and the advantage of boys on the vocabulary scale. The analysis carried out will make it possible to clarify the content of further stages of the study in order to explain the results obtained and interpret them meaningfully.

Download Full-text

Phonology-independent general orthographic knowledge

Quarterly Journal of Experimental Psychology ◽

10.1177/17470218211018438 ◽

2021 ◽

pp. 174702182110184

Author(s):

Ferenc Kemény ◽

Karin Landerl

Keyword(s):

Reading Skills ◽

Developmental Psychology ◽

First Graders ◽

Age Groups ◽

Third Graders ◽

Orthographic Knowledge ◽

Indirect Measure ◽

German Speaking ◽

Reading Measures ◽

Phonological Activation

While reading is among the most important and well-researched topics of developmental psychology, sublexical regularities and how these regularities relate to reading skills have attracted less interest so far. This study tested general orthographic knowledge (GOK) using an indirect reaction time (RT)-based task, in which participants had to detect letters appearing within frequent and infrequent letter clusters. The aim of the method was to minimise the roles of phonological activation and metalinguistic decision. Three different age-groups of German-speaking individuals were tested: first graders ( N = 60), third graders ( N = 68), and adults ( N = 44). Orthographic regularity affected RTs in all three groups, with significantly lower RTs for frequent than for infrequent clusters. The indirect measure of GOK did not show an association with reading measures in first graders and adults, but in the case of third graders it explained variance over and above age and phonological skills. This study provides evidence for phonology-independent GOK, at least in third graders.

Download Full-text

The Impact of a Year of Computer Assisted Instruction on the Development of First Grade Learning Skills

Journal of Educational Computing Research ◽

10.2190/v8rr-k7lf-dnna-hy8k ◽

1998 ◽

Vol 18 (4) ◽

pp. 369-386 ◽

Cited By ~ 10

Author(s):

Ruth Ann Erdner ◽

Rebecca F. Guy ◽

Andrew Bush

Keyword(s):

Reading Skills ◽

First Graders ◽

First Grade ◽

Computer Assisted Instruction ◽

Computer Assisted ◽

Significant Treatment ◽

Main Effect ◽

Quasi Experimental ◽

Assisted Instruction ◽

The Impact

This study seeks to examine the effects of computer assisted instruction on the reading achievement of first graders. Two hypotheses were tested. The first is that computer assisted instruction improves first graders' development of reading skills as measured by the CTBS Form U Level B. The second is that this development depends upon student sex. A quasi-experimental design was used to compare one group of first graders whose reading lessons were supplemented with CAI to a group of first graders whose reading lessons were not. A treatment by sex ANOVA on change in reading skills demonstrated a significant treatment (CAI versus control) main effect. Results from planned comparisons of treatment differences by sex demonstrated that statistically significant gains were sex specific with only males exhibiting a significant average increase when exposed to CAI. Although females exposed to CAI also tended toward greater gain in the sample, the magnitude of their gain was not statistically significant. The implications of these findings are discussed.

Download Full-text

Promoting Foundation Reading Skills With At-Risk Students

Frontiers in Psychology ◽

10.3389/fpsyg.2021.671733 ◽

2021 ◽

Vol 12 ◽

Author(s):

Ana Sucena ◽

Ana Filipa Silva ◽

Cátia Marques

Keyword(s):

At Risk ◽

Reading Skills ◽

First Graders ◽

At Risk Students ◽

Intervention Group ◽

Test Group ◽

Cutoff Score ◽

Post Test ◽

Comparative Group ◽

The Impact

This paper presents an early reading intervention program, the PPCL (Programa de Promoção das Competências Leitoras—Promoting Reading Skills Program). PPCL focuses on the promotion of reading foundation abilities—letter-sound, phonemic awareness, decoding, and spelling—with at-risk first graders. This study assessed the impact of PPCL on the reading foundation abilities with 311 first graders (173 boys and 138 girls), divided between intervention and comparative group (respectively, 206 and 105 first graders). Results were analyzed with an inter- (intervention and comparative group) and intra- (pre-and post-test) group design. A mixed two-way Manova indicated the presence of statistically significant differences between the two assessment moments, with the intervention group presenting higher values than the comparative group in all abilities at the post-test and also above the cutoff score in all variables, which indicates that at-risk students eventually concluded the school year with satisfactory levels of reading skills. On the other hand, the comparative group scored below the cutoff score in all variables. The magnitude of the effect on the intervention group was higher than the one observed in the comparative group. Reading promotion with PPCL significantly improved at-risk students reading skills. In future studies, the authors intend to follow up on reading and writing participants’ skills.

Download Full-text