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relation of linguistic awareness and vocabulary to word reading and spelling for first-grade students participating in response to intervention

Title: The relation of linguistic awareness and vocabulary to word reading and spelling for first-grade students participating in response to intervention.
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Name(s): Kim, Young-Suk, author
Apel, Kenn, author
Al Otaiba, Stephanie, author
Type of Resource: text
Genre: Text
Date Issued: 2013-07-05
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: Purpose: We examined the relations of phonological, morphological, and orthographic awareness and vocabulary to word reading and spelling for first grade children who were receiving differentiated instruction in a Response to Intervention (RTI) model of instruction (N = 304). Method: First grade children were assessed on their phonological, morphological, and orthographic awareness, expressive vocabulary, word reading, and spelling. Year-end word reading and spelling were outcome variables while phonological, morphological, and orthographic awareness, expressive vocabulary, and RTI status (Tiers 1, 2, & 3) were predictor variables assessed in the middle of the school year. Results: The three linguistic awareness skills were unique predictors of word reading and phonological and orthographic awareness were unique predictors of spelling. The contributions these linguistic awareness skills and vocabulary made to word reading and spelling did not differ by children’s RTI tier status. Conclusion: These results, in conjunction with previous studies, suggest that even beginning readers and spellers draw on multiple linguistic awareness skills for their word reading and spelling regardless of their level of literacy skills. Educational implications are discussed.
Identifier: FSU_libsubv1_scholarship_submission_1460578124 (IID), 10.1044/0161-1461(2013/12-0013) (DOI)
Keywords: Phonological awareness, Morphological awareness, Orthographic awareness, Metalinguistic awareness, Vocabulary, Word reading, Spelling, RTI
Preferred Citation: Kim, Y.-S., Apel, K., & Al Otaiba, S. (2013). The relation of linguistic awareness and vocabulary to word reading and spelling for first-grade students participating in response to instruction. Language, Speech, and Hearing Services in Schools, 44, 1-11. DOI: 10.1044/0161-1461(2013/12-0013)
Persistent Link to This Record: http://purl.flvc.org/fsu/fd/FSU_libsubv1_scholarship_submission_1460578124
Owner Institution: FSU
Is Part Of: Language, Speech, and Hearing Services in Schools.
Issue: iss. 4, vol. 44

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Kim, Y. -S., Apel, K., & Al Otaiba, S. (2013). The relation of linguistic awareness and vocabulary to word reading and spelling for first-grade students participating in response to intervention. Language, Speech, And Hearing Services In Schools. Retrieved from http://purl.flvc.org/fsu/fd/FSU_libsubv1_scholarship_submission_1460578124