Abstract of

Developmental Steps in Learning to Read: A Longitudinal Study in Kindergarten and First Grade

Darrell Morris

Janet W. Bloodgood

Richard G. Lomax

Jan Perney

This study tested a hypothesis about the growth of word knowledge in kindergarten/first-grade readers. It was predicted that (a) phoneme awareness develops in phases and (b) concept of word in text (ability to finger-point read) interacts with phoneme awareness in the development of early reading skill. Structural equation modeling showed that the longitudinal data fit the hypothesized model. The data also conformed to the predicted developmental sequence in a descriptive analysis of median performance change over time. The demonstrated relationship between phoneme awareness and concept of word in text, for its pedagogical implications alone, warrants further study.

Abstract from Morris, D., Bloodgood, J.W., Lomax, R.G., & Perney, J. (2003). Developmental Steps in Learning to Read: A Longitudinal Study in Kindergarten and First Grade. Reading Research Quarterly, 38(3), 302–328. doi: 10.1598/RRQ.38.3.1