title: Oral language and code-related precursors to reading: evidence from a longitudinal structural model.
abstract: This study examined code-related and oral language precursors to reading in a longitudinal study of 626 children from preschool through 4th grade. Code-related precursors, including print concepts and phonological awareness, and oral language were assessed in preschool and kindergarten. Reading accuracy and reading comprehension skills were examined in 1st through 4th grades. Results demonstrated that (a) the relationship between code-related precursors and oral language is strong during preschool; (b) there is a high degree of continuity over time of both code-related and oral language abilities; (c) during early elementary school, reading ability is predominantly determined by the level of print knowledge and phonological awareness a child brings from kindergarten; and (d) in later elementary school, reading accuracy and reading comprehension appear to be 2 separate abilities that are influenced by different sets of skills.
authors.affiliation: Department of Psychology, State University of New York at Stony Brook, 11794-2500, USA. stacey.storch@sunysb.edu
authors.forename: Stacey A
authors.initials: SA
authors.lastname: Storch
authors.forename: Grover J
authors.initials: GJ
authors.lastname: Whitehurst
mesh_terms: D002648:Child; D002675:Child, Preschool; D018479:Early Intervention, Educational; D005260:Female; D006801:Humans; D007206:Individuality; D007804:Language Development; D008137:Longitudinal Studies; D008297:Male; D010700:Phonetics; D011932:Reading; D014706:Verbal Learning