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Kindergarten predictors of reading skills
Papadimitriou Artemis, Vlachos Filippos,
University of Thessaly
email: [email protected], [email protected]
Introduction
Results
The question of what variables prior to the onset of
formal instruction predict reading outcomes is an
old problem for educational and psychological
researchers. As acquiring the proper reading skills is
very important to a child’s immediate and future
success, it is imperative to identify and monitor at an
early age children who may be at risk for learning to
read,. Because reading is a critical academic skill
and it takes so long to acquire, we seek to
understand the longitudinal predictors of reading in
order to be able to predict reading difficulties before
they occur and act to prevent them as best we can.
In order to examine of the predicting force of the measurements in the kindergarten we performed stepwise linear
regression analyses having as an independent variables the measurements in the kindergarten and as dependent
both the total reading score, and its components: accuracy, fluency and comprehension in Grade 1 and Grade 2.
Aim of the study
Table 1. Results of a linear regression analysis with Grade 1 reading performance (accuracy, fluency and text
comprehension) as criterion and the measurements in the kindergarten as predictors.
The aim of present study was to examine longitudinally
if specific skills that are developed during preschool
years could predict reading performance of Geek
students in the first and second grade of primary school.
Method
Participants
The initial sample of the study consisted of 300 (154
boys and 146 girls) monolingual Greek speaking
children aged 5.1 – 6. 7 years old who did not read.
The average child age was 5.6 years (S.D.=0.36).
Design and procedure
A longitudinal study following children from
kindergarten to Grade 1 and 2 was designed. During
the first year of the study we assessed children on
prereading skills. The reading achievement
measures were administered individually during the
final six weeks of Grade 1 and Grade 2 by
standardized Greek reading tests.
Table 1 shows the results of the analysis of independent variables to total reading score and its components in
Grade 1. The model in Table 1 accounted for 28% of the total variance (R2 =.28) in reading performance, for 26%
(R2 =.26) in accuracy, for 23% (R2 =.23) in fluency and for 32% (R2 =.32) in text comprehension.
Table 2 shows the results of the analysis of independent variables (phonological awareness, rapid automatized
naming (RAN), phonological short-term memory, auditory processing, motor skills and vocabulary) to total
reading score and its components in Grade 2. As can be seen from the results the model (see Table 2) accounted for
19% of the total variance (R2 =.19) in reading performance, for 24% (R2 =.24) in accuracy, for 34% (R2 =.36) in
fluency and for 32% (R2 =.32) in text comprehension.
First Grade
Total reading performance
(R=0.53,
R2 =0.28
p<0.001)
Reading accuracy. Subtests 5 and 6, of the Test of
Reading Performance (TORP, Padeliadou &
Sideridis, 2000)
Reading fluency. Reading fluency were assessed by
measuring sight word and pseudo word reading
efficiency (Mouzaki, Sideridis, Protopapas & Simos,
2007).
Reading comprehension. Subtest 13 of the Test of
Reading Performance (TORP, Padeliadou &
Sideridis, 2000)
Text comprehension
(R=0.56,
R2 =0.32, p<0.001)
Β
β
(sri2)
Β
β
(sri2)
Β
β
(sri2)
Β
β
1.86
0.32
6.3%
0.66
0.26
4.4%
1.16
0.32
7.8%
0.04
0.25
3.6%
-.027
-0.01
—
0.02
0.02
—
-0.05
-0.02
—
-0.02
-0.02
—
1.23
0.06
—
0.83
0.09
—
0.48
0.04
—
-0.07
-0.11
—
1.25
0.16
1.7%
0.65
0.19
2.9%
0.55
0.12
1.7%
0.04
0.15
1.4%
Shape copying
-0.09
-1.36
1.17
-0.05
-0.01
0.07
—
—
—
0.42
0.34
0.60
0.06
0.03
0.09
—
—
—
-0.52
-0.98
0.16
-0.05
-0.05
0.06
—
—
—
0.06
-0.05
0.02
0.01
-0.04
0.05
—
—
—
Postural stability
-0.15
-0.09
—
-0.30
0.04
—
0.16
0.02
—
-0.01
-0.01
—
Oral language
0.37
0.10
—
0.04
0.03
—
0.28
0.13
—
0.04
0.32
5.8%
Phonological
awareness
Rapid automatized
naming (sec)
Digit span
Pseudowords
(sri2)
repetition
Sound order
Bead threading
B= Unstandardized Coefficients
β= Standardized Coefficients
(sri2)= partial correlation
Table 2. Results of a linear and stepwise regression analysis with Grade 2 reading performance (accuracy, fluency and
text comprehension) as criterion and the measurements in the kindergarten as predictors.
Total reading performance
(R=0.44, R2=0.19,
p<0.001)
Measures obtained in kindergarten
Reading Measures
Fluency
(R=0.48,
R2 =0.23, p<0.001)
Early predictors
Measures
• The phonological awareness test adapted from
Manolitsis, (2000).
• The Rapid naming test adapted from Dyslexia Early
Screening Test –DEST (Nicolson & Fawcett, 1996).
• Phonological short term memory
tests. The
phonological short term memory was assessed using
two tasks. The first was the Digit span task adapted
from DEST (Nicolson & Fawcett, 1996).
• The other test was Pseudowords repetition task,
adapted from Kassotaki- Maridaki (1998)
• Auditory discrimination test adapted from DEST
(Nicolson & Fawcett, 1996).
• Motor skills test. The motor skills was assessed
using three subtests adapted from DEST (Nicolson
και Fawcett, 1996). The bead threading subtest. The
shape copying. The Postural stability task
• Oral language. The oral language skills was
assessed using receptive and expressive vocabulary
tasks. The receptive vocabulary task adapted from
Okalidou) The eexpressive vocabulary task adapted
from Renfrew, 1995).
Accuracy
(R=0.51, R2=0.26
p<0.001)
Early predictors
Second Grade
Reading Accuracy
Reading Fluency
(R=0.49, R2=0.24,
(R=0.36,
p<0.001)
R2 =0.13, p<0.001)
Reading comprehension
(R =0.51, R2 =0.32,
p<0.001)
Β
β
(sri2)
Β
β
(sri2)
Β
β
(sri2)
Β
β
(sri2)
Phonological
awareness
RAN (sec)
1.01
0.19
2.3%
0.25
0.15
1.4%
0.74
0.19
2.4%
0.02
0.07
—
-0.03
-0.01
—
-0.04
-0.05
—
0.01
0.05
—
-0.01
-0.03
—
Digit span
0.88
0.05
—
0.49
0.08
—
0.34
0.02
—
0.04
0.03
—
1.07
0.15
1.4%
0.43
0.19
2.6%
0.59
0.11
1.3%
0.05
0.12
1.1%
0.31
0.02
—
0.33
0.07
—
-0.12
-0.01
—
0.09
0.10
0.8%
-1.76
-0.06
—
-0.68
-0.07
—
-1.07
-0.05
—
-0.02
-0.02
—
Shape copying
1.47
0.10
—
0.85
0.19
2.9%
0.05
—
0.02
0.03
—
Postural stability
-0.12
-0.01
—
-0.03
-0.01
—
-0.06
-0.05
—
-0.05
-0.05
—
Oral language
0.37
0.11
—
0.03
0.03
—
0.28
0.11
1.3%
0.06
0.31
5.3%
Pseudowords
repetition
Sound order
Bead threading
0.60
B= Unstandardized Coefficients
β= Standardized Coefficients
(sri2)= partial correlation
Conclusion
In conclusion, this study showed that not only the total reading
performance, but the accuracy and the fluency of reading as well, are
predicted in the first grade of primary school by the phonological
awareness and the phonological memory scores during kindergarten.
The oral language plays the most important role in the text
comprehension and the phonological awareness and the phonological
memory come after.
The total reading performance and the fluency of reading in the second
grade were predicted by the phonological awareness and the
phonological memory scores. In this grade the phonological awareness,
the phonological memory and the copy of shapes seem to be important
for the accuracy of reading, while the oral language, the repetition of
nonwords and the auditory possessing play an important role for the
text comprehension.
References
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