The Importance of Concept of Word in Text as a Predictor of Sight Word Development in SpanishReport as inadecuate

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Grantee Submission, Paper presented at the Annual Meeting of the Literacy Research Association (LRA) (Carlsbad, CA, Dec 2-5, 2015)

The goal of the current study was to determine whether Concept of Word in Text (COW-T) predicts later sight word reading achievement in Spanish, as it does in English. COW-T requires that children have beginning sound awareness, automatic recognition of letters and letter sounds, and the ability to coordinate these skills to finger point accurately to words in memorized text. Participants in the current study (n = 90) were students in bilingual or dual-language schools in Minnesota, Missouri, Virginia, and Washington D.C. who were receiving literacy instruction in Spanish. Students were administered six early literacy tasks (i.e., alphabet and digraph recognition, letter sound knowledge, beginning sound awareness, rhyme awareness, spelling, and COW-T) in spring of kindergarten, followed by measures of automatic sight word reading in fall and spring of 1st grade. Multiple regression analyses revealed that of the six early literacy tasks administered in kindergarten, COW-T had the highest correlation with both fall and spring 1st grade sight word reading, even when controlling for fall sight word reading in predicting spring sight word reading.

Descriptors: Predictor Variables, Word Recognition, Spanish, Emergent Literacy, Kindergarten, Grade 1, Multiple Regression Analysis, Bilingual Education, Literacy Education, Alphabets, Phoneme Grapheme Correspondence, Rhyme, Spelling, Sight Vocabulary, Phonological Awareness

Author: Ford, Karen L.; Invernizzi, Marcia A.; Meyer, J. Patrick


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