Multivariate Screening Model for Later Word Reading Achievement: Predictive Utility of Prereading Skills and Cognitive Ability

Heidi H. Macdonald, Amanda L. Sullivan, Marley W. Watkins

Research output: Contribution to journalArticlepeer-review

2 Scopus citations

Abstract

The present study used multiple regression to determine the predictive value of Kindergarten phonemic awareness, rapid serial naming, letter knowledge, and cognitive ability for predicting first-grade word reading and fluency. Participants were 131 first-grade students from a mid-Atlantic school system. A combination of predictor variables was found to be more effective than single measures in predicting later word reading and reading fluency, with cognitive ability, phonemic awareness, and letter knowledge contributing significantly to the prediction of skill. The results underscore the need to use a multivariate battery, rather than any single measure, along with consideration of intelligence, to identify children for early intervention.

Original languageEnglish (US)
Pages (from-to)52-71
Number of pages20
JournalJournal of Applied School Psychology
Volume29
Issue number1
DOIs
StatePublished - Jan 1 2013

Keywords

  • at risk
  • cognitive ability
  • phonemic awareness
  • reading assessment

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