| Title |
The contributions of vocabulary and letter writing automaticity to word reading and spelling for kindergartners
|
|---|---|
| Published in |
Reading and Writing, March 2013
|
| DOI | 10.1007/s11145-013-9440-9 |
| Pubmed ID | |
| Authors |
Young-Suk Kim, Stephanie Al Otaiba, Cynthia Puranik, Jessica Sidler Folsom, Luana Gruelich |
| 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. |
X Demographics
The data shown below were collected from the profiles of 3 X users who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Chile | 1 | 33% |
| United States | 1 | 33% |
| Unknown | 1 | 33% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 2 | 67% |
| Scientists | 1 | 33% |
Mendeley readers
The data shown below were compiled from readership statistics for 92 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United Kingdom | 1 | 1% |
| Unknown | 91 | 99% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Ph. D. Student | 20 | 22% |
| Student > Master | 16 | 17% |
| Researcher | 12 | 13% |
| Student > Doctoral Student | 6 | 7% |
| Student > Bachelor | 6 | 7% |
| Other | 21 | 23% |
| Unknown | 11 | 12% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 24 | 26% |
| Social Sciences | 15 | 16% |
| Linguistics | 14 | 15% |
| Arts and Humanities | 11 | 12% |
| Nursing and Health Professions | 4 | 4% |
| Other | 11 | 12% |
| Unknown | 13 | 14% |
Attention Score in Context
This research output has an Altmetric Attention Score of 3. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 04 May 2015.
All research outputs
#13,682,250
of 23,911,072 outputs
Outputs from Reading and Writing
#343
of 797 outputs
Outputs of similar age
#105,518
of 202,026 outputs
Outputs of similar age from Reading and Writing
#3
of 10 outputs
Altmetric has tracked 23,911,072 research outputs across all sources so far. This one is in the 42nd percentile – i.e., 42% of other outputs scored the same or lower than it.
So far Altmetric has tracked 797 research outputs from this source. They typically receive a little more attention than average, with a mean Attention Score of 6.5. This one has gotten more attention than average, scoring higher than 53% of its peers.
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We're also able to compare this research output to 10 others from the same source and published within six weeks on either side of this one. This one has scored higher than 7 of them.