Journal article
A Developmental Perspective on Word Literacy from Kindergarten Through the Second Grade
JOURNAL OF EDUCATIONAL RESEARCH, Vol.106(2), pp.132-145
2013
DOI: 10.1080/00220671.2012.667009
Abstract
Utilizing latent transition analysis and multidimensional scaling growth analysis, the authors studied the emerging developmental trajectories in word literacy (i.e., word-reading competence) of a group of 1,503 kindergarteners. Specifically, 3 hypotheses with respect to growth patterns in word literacy from kindergarten to Grade 2 were examined: (a) children come into kindergarten with different word literacy levels, and emerging differences would be likely to remain stable over time; (b) the differences in word literacy latent status would lead to differences in word literacy trajectories over time; and (c) students with a low growth level would lead to lower achievement in reading achievement at a later time. The results of the dynamic analyses support the hypotheses and are discussed in the context of word literacy development.
Details
- Title: Subtitle
- A Developmental Perspective on Word Literacy from Kindergarten Through the Second Grade
- Creators
- C Ding - University of Missouri–St. LouisL Richardson - University of Missouri–St. LouisT Schnell - University of Missouri–St. Louis
- Resource Type
- Journal article
- Publication Details
- JOURNAL OF EDUCATIONAL RESEARCH, Vol.106(2), pp.132-145
- DOI
- 10.1080/00220671.2012.667009
- ISSN
- 1940-0675
- Language
- English
- Date published
- 2013
- Academic Unit
- Mechanical Engineering; Neurology; Electrical and Computer Engineering; Occupational and Environmental Health; Industrial and Systems Engineering; Public Policy Center (Archive)
- Record Identifier
- 9984239286102771
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