Phases of Word Learning: Implications for Instruction With Delayed and Disabled Readers

Ehri, Linnea C.; McCormick, Sandra

doi:10.1080/1057356980140202

Cited by 193 publications

(123 citation statements)

References 43 publications

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“…That Letter Naming was a statistically significant predictor reiterates the strength of letter-name knowledge measured throughout the kindergarten year as a predictor of broad reading outcomes. The Word Reading subtest was the most difficult task in the April CEM and is in agreement with the Ehri and McCormick (1998) model of word reading. In addition, 62.9% of the variance was explained by the April CEM, which is higher than what previous studies have found (Schatschneider et al, 2004).…”

Section: Predicting First-grade Outcomessupporting

confidence: 77%

“…The body of work on monitoring early reading progress highlights a need to establish the changing role of predictors over time, especially during the kindergarten year. Ehri and McCormick's (1998) word learning model suggests that word learning is developmental with easier initial skills (e.g., letter identification) progressing to more difficult skills (e.g., decoding and word reading). This has implications not only for the timing of skills being taught but also for the measurement of those skills.…”

Section: Articlementioning

confidence: 99%

See 1 more Smart Citation

Can Curriculum-Embedded Measures Predict the Later Reading Achievement of Kindergarteners at Risk of Reading Disability?

Oslund

Simmons

Hagan-Burke

et al. 2014

Learning Disability Quarterly

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This study examined the changing role and longitudinal predictive validity of curriculum-embedded progress-monitoring measures (CEMs ) for kindergarten students receiving Tier 2 intervention and identified as at risk of developing reading difficulties. Multiple measures were examined to determine whether they could predict comprehensive latent first-and second-grade reading outcomes and whether their predictive validity changed concurrent with reading development. CEMs of phonemic, alphabetic, and integrated tasks were given 3 times during the kindergarten year to 299 students. Structural equation modeling indicates that CEMs explained a significant amount of variance on first-(54%-63%) and second-grade (34%-41%) outcomes. The predictive validity of specific measures varied over the kindergarten year with sound and letter identification measures being predictive early and segmenting and word reading becoming important as reading abilities progressed. Findings suggest that CEMs may be viable and helpful tools for making data-driven instructional decisions in a response to intervention framework.

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Section: Predicting First-grade Outcomessupporting

confidence: 77%

Section: Articlementioning

confidence: 99%

Can Curriculum-Embedded Measures Predict the Later Reading Achievement of Kindergarteners at Risk of Reading Disability?

Oslund

Simmons

Hagan-Burke

et al. 2014

Learning Disability Quarterly

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show abstract

“…Nonwords may not be distinguished from unfamiliar real words as the nonwords were patterned after real words, and therefore the child employs similar decoding strategies used in the identification of new words. Students might search for an analogy of the nonword in their lexicon that aids in decoding (Ehri & McCormick, 1998). …”

Section: Discussionmentioning

confidence: 99%

Reading Skills of Students With Speech Sound Disorders at Three Stages of Literacy Development

Skebo

Lewis

Freebairn

et al. 2013

LSHSS

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Purpose The relationship between phonological awareness, overall language, vocabulary, and nonlinguistic cognitive skills to decoding and reading comprehension was examined for students at 3 stages of literacy development (i.e., early elementary school, middle school, and high school). Students with histories of speech sound disorders (SSD) with and without language impairment (LI) were compared to students without histories of SSD or LI (typical language; TL). Method In a cross-sectional design, students ages 7;0 (years; months) to 17;9 completed tests that measured reading, language, and nonlinguistic cognitive skills. Results For the TL group, phonological awareness predicted decoding at early elementary school, and overall language predicted reading comprehension at early elementary school and both decoding and reading comprehension at middle school and high school. For the SSD-only group, vocabulary predicted both decoding and reading comprehension at early elementary school, and overall language predicted both decoding and reading comprehension at middle school and decoding at high school. For the SSD and LI group, overall language predicted decoding at all 3 literacy stages and reading comprehension at early elementary school and middle school, and vocabulary predicted reading comprehension at high school. Conclusion Although similar skills contribute to reading across the age span, the relative importance of these skills changes with children’s literacy stages.

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“…Reading starts by decoding individual letters and associating them to sounds, and proceeds by combining graphemes into words. Both decoding and assembly processes are initially effortful and only later become more automatic (Ehri, 2005;Ehri & McCormick, 1998). As a result, the units of processing grow with increasing reading skill.…”

Section: Basic Characteristics Of Reading Developmentmentioning

confidence: 99%

When preview information starts to matter: Development of the perceptual span in German beginning readers

Sperlich

Schad

Laubrock

2015

Journal of Cognitive Psychology

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Phases of Word Learning: Implications for Instruction With Delayed and Disabled Readers

Cited by 193 publications

References 43 publications

Can Curriculum-Embedded Measures Predict the Later Reading Achievement of Kindergarteners at Risk of Reading Disability?

Can Curriculum-Embedded Measures Predict the Later Reading Achievement of Kindergarteners at Risk of Reading Disability?

Reading Skills of Students With Speech Sound Disorders at Three Stages of Literacy Development

When preview information starts to matter: Development of the perceptual span in German beginning readers

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