title: The contributions of vocabulary and letter writing automaticity to word reading and spelling for kindergartners.
abstract: In the present study we examined the relation between alphabet knowledge fluency (letter names and sounds) and letter writing automaticity, and unique relations of letter writing automaticity and semantic knowledge (i.e., vocabulary) to word reading and spelling over and above code-related skills such as phonological awareness and alphabet knowledge. These questions were addressed using data from 242 English-speaking kindergartners and employing structural equation modeling. Results showed letter writing automaticity was moderately related to and a separate construct from alphabet knowledge fluency, and marginally (p= .06) related to spelling after accounting for phonological awareness, alphabet knowledge fluency, and vocabulary. Furthermore, vocabulary was positively and uniquely related to word reading and spelling after accounting for phonological awareness, alphabet knowledge fluency, and letter writing automaticity.
authors: Florida State University & Florida Center for Reading Research.
authors: Young-Suk
authors: YS
authors: Kim
authors: Southern Methodist University.
authors: Stephanie
authors: S
authors: Al Otaiba
authors: University of Pittsburgh.
authors: Cynthia
authors: C
authors: Puranik
authors: Florida Center for Reading Research.
authors: Jessica Sidler
authors: JS
authors: Folsom
authors: Andrews University.
authors: Luana
authors: L
authors: Gruelich
keywords: Alphabet knowledge; Letter writing automaticity; Phonological awareness; Semantic (vocabulary) knowledge; Spelling; Word reading