INCREMENTAL VALIDITY OF KINDERGARTEN COGNITIVE ABILITY, PHONEMIC AWARENESS, LETTER KNOWLEDGE, AND RAPID SERIAL NAMING ON LATER READING ACHIEVEMENT
Open Access
Author:
MacDonald, Heidi Hamill
Graduate Program:
School Psychology
Degree:
Doctor of Philosophy
Document Type:
Dissertation
Date of Defense:
April 26, 2006
Committee Members:
Dr Marley W Watkins, Committee Chair/Co-Chair James Kenneth Mcafee, Committee Member Kathy L Ruhl, Committee Member Barbara Schaefer, Committee Member
Keywords:
validity kindergarten cognitive ability phonemic awareness letter knowledge rapid serial naming reading
Abstract:
The importance of reading skill is undisputed. Given the large number of individuals who experience difficulties in this crucial skill and the impact reading skill deficits can have on a person’s future, having an accurate prediction method of at-risk status would be extremely valuable. While numerous studies are available that cite isolated measures as a means of prediction, few studies have succeeded in establishing valid, reliable batteries capable of more effectively identifying those at-risk for future reading failure. A sample of 131 children from a rural Pennsylvania school district participated in this longitudinal study. Hierarchical regression was utilized to determine what predictive value kindergarten phonemic awareness, rhyming, rapid serial naming, letter knowledge, and cognitive ability had on 1st grade reading. Both word reading and fluency were assessed. Cognitive ability, phonemic awareness, and letter knowledge were found to contribute significantly to the prediction of 1st grade reading skill. Rapid serial naming was an efficient predictor for fluency, but an inefficient predictor of word reading. Rhyming was found to be an inefficient predictor of both word reading and fluency. A combination of predictor variables was
found to be more effective than single measures in predicting later word reading and reading fluency.