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relation of linguistic awareness and vocabulary to word reading and spelling for first-grade students participating in response to intervention.

Title: The relation of linguistic awareness and vocabulary to word reading and spelling for first-grade students participating in response to intervention.
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Name(s): Kim, Young-Suk, author
Apel, Kenn, author
Al Otaiba, Stephanie, author
Type of Resource: text
Genre: Text
Date Issued: 2013-10-01
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: The relations of phonological, orthographic, and morphological awareness and vocabulary to word reading and spelling were examined for 304 first-grade children who were receiving differentiated instruction in a Response to Intervention (RtI) model of instruction. First-grade children were assessed on their phonological, orthographic, and morphological awareness; expressive vocabulary; word reading; and spelling. Year-end word reading and spelling were outcome variables, and phonological, orthographic, and morphological awareness; expressive vocabulary; and RtI status (Tiers 1, 2, & 3) were predictor variables. The 3 linguistic awareness skills were unique predictors of word reading, and phonological and orthographic awareness were unique predictors of spelling. The contributions that these linguistic awareness skills and vocabulary made to word reading and spelling did not differ by children's RtI tier status. These results, in conjunction with previous studies, suggest that even beginning readers and spellers draw on multiple linguistic awareness skills for their word reading and spelling regardless of their level of literacy abilities. Educational implications are discussed.
Identifier: FSU_pmch_23833281 (IID), 10.1044/0161-1461(2013/12-0013) (DOI), PMC3852899 (PMCID), 23833281 (RID), 23833281 (EID), 0161-1461_2013_12-0013 (PII)
Keywords: RtI, Metalinguistic awareness, Spelling, Vocabulary, Word reading
Grant Number: P50 HD052120, P50 HD052120
Publication Note: This NIH-funded author manuscript originally appeared in PubMed Central at http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3852899.
Subject(s): Achievement
Child
Child Language
Educational Measurement/statistics & numerical data
Female
Humans
Linguistics
Male
Phonetics
Reading
Socioeconomic Factors
Southeastern United States
Speech Perception
Students/psychology
Students/statistics & numerical data
Verbal Learning
Vocabulary
Persistent Link to This Record: http://purl.flvc.org/fsu/fd/FSU_pmch_23833281
Owner Institution: FSU
Is Part Of: Language, speech, and hearing services in schools.
1558-9129
Issue: iss. 4, vol. 44

Choose the citation style.
Kim, Y. -S., Apel, K., & Al Otaiba, S. (2013). The relation of linguistic awareness and vocabulary to word reading and spelling for first-grade students participating in response to intervention. Language, Speech, And Hearing Services In Schools. Retrieved from http://purl.flvc.org/fsu/fd/FSU_pmch_23833281