S This study investigated the trajectories of preschool and first‐grade children's development of reading skills, as well as the cognitive and social antecedents of that development. One‐hundred and ninety‐six 5‐ to 6‐year‐old children were tested in October and April of their preschool year and again in the first grade. Data included measures of reading ability and its cognitive and social antecedents, which were analyzed using Simplex and Piecewise Growth Curve Modeling. The results showed that during the preschool year individual differences in reading grew larger and that this growth was faster among those who entered preschool with well‐developed skills. However, during the first grade individual differences in reading diminished. The results suggest that systematic reading instruction in primary school education is more beneficial for children with less developed literacy skills, whereas children with more developed reading skills gain relatively less from reading instruction in the first grade. ESTE ESTUDIO investigó el curso evolutivo de las habilidades de lectura en niños de pre‐escolar y escuela primaria, así como los antecedentes cognitivos y sociales de dicho desarrollo. Ciento noventa y seis niños de 5 a 6 años fueron evaluados en octubre y abril en pre‐escolar y nuevamente en primer grado. Los datos incluyeron medidas de habilidad de lectura y sus antecedentes cognitivos y sociales y fueron analizados usando el método “Simplex and Piecewise Growth Curve Modeling.” Los resultados mostraron que, durante el año de pre‐escolar las diferencias individuales en lectura aumentaron y que este crecimiento fue más rápido entre aquellos que entraron a preescolar con habilidades bien desarrolladas. Sin embargo, durante el primer grado, las diferencias individuales en lectura disminuyeron. Los resultados sugieren que la enseñanza sistemática de la lectura en la educación primaria es más beneficiosa para los niños con habilidades de lectoescritura menos desarrolladas; en tanto que los niños con habilidades de lectura más desarrolladas obtienen relativamente menos beneficios de la enseñanza de la lectura en primer grado. DIESE STUDIE untersuchte die Gedankenbahnen bei der Entwicklung von Leseleistungen von Kindern in der Vorschule und der ersten Klasse, sowie die kognitiven und sozialen Antezedentien dieser Entwicklung. Einhundertsechsundneunzig fünf bis sechs Jahre alte Kinder wurden im Oktober und im April während ihres Vorschuljahres und dann nochmals in der ersten Klasse geprüft. Die Daten umfassten das Ermessen der Lesefähigkeit und deren kognitiven und sozialen Antezedentien, die mittels Nutzung der “Simplex‐ und Piecewise” Wachstumsmodellkurven analysiert wurden. Die Ergebnisse zeigten, daß sich während des Vorschuljahres individuelle Differenzen im Lesen verbesserten und daß dieser Zuwachs bei jenen, die mit bereits gut entwickelten Leistungen in der Vorschule begannen, schneller vonstatten ging. Jedoch verringerten sich individuelle Differenzen während der ersten Klasse. Die Ergebnisse empfehlen, d...

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This study investigated the prospective relationships between reading performance and reading habits among Finnish children during the first and second grades of primary school. One hundred and ninety-five children were examined twice during their first primary school year and once during the spring term of Grade 2. The results showed, first, that children's reading skills predicted their reading habits: the more competent in reading children were at the end of Grade 1, the more likely they were to engage in out-of-school reading one year later. Second, reading habits also predicted reading skills: the amount of out-of-school reading at the end of Grade 1 contributed to the development of word recognition skills.