Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 0 |
| Since 2017 (last 10 years) | 0 |
| Since 2007 (last 20 years) | 1 |
Descriptor
| Beginning Reading | 1 |
| Correlation | 1 |
| Emergent Literacy | 1 |
| Grade 1 | 1 |
| Kindergarten | 1 |
| Literacy | 1 |
| Multiple Regression Analysis | 1 |
| Oral Language | 1 |
| Phonological Awareness | 1 |
| Program Effectiveness | 1 |
| Psychology | 1 |
| More ▼ | |
Source
| Journal of Learning… | 1 |
Author
| Al Otaiba, Stephanie | 1 |
| Connor, Carol M. | 1 |
| Folsom, Jessica S. | 1 |
| Greulich, Luana | 1 |
| Ortiz, Miriam | 1 |
| Thomas-Tate, Shurita | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Early Childhood Education | 1 |
| Elementary Secondary Education | 1 |
| Grade 1 | 1 |
| Kindergarten | 1 |
Audience
Location
| Florida | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Dynamic Indicators of Basic… | 1 |
| Stanford Achievement Tests | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkOrtiz, Miriam; Folsom, Jessica S.; Al Otaiba, Stephanie; Greulich, Luana; Thomas-Tate, Shurita; Connor, Carol M. – Journal of Learning Disabilities, 2012
This study, framed by the component model of reading (CMR), examined the relative importance of kindergarten-entry predictors of first grade reading performance. Specifically, elements within the ecological domain included dialect, maternal education, amount of preschool, and home literacy; elements within the psychological domain included…
Descriptors: Reading Difficulties, Recognition (Achievement), Reading Achievement, Program Effectiveness
