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Predicting reading achievement in the first year of schooling: A comparison of readiness tests and instructional programs

Journal Article


Abstract


  • Data from four reading-related tests, including a measure of knowledge about books and print conventions, and two demographic variables, obtained at the end of the first year of schooling, were used to predict a range of students' word and discourse reading achievement at the conclusion of that year. Students were enrolled in a reading program that emphasized either the subskills involved in breaking the reading code or the more holistic gaining of meaning from print. The results indicated that a measure of knowledge about books and print conventions is strongly related to end-of-year reading achievement, but that, over and above the other more traditional measures, it is a significant predictor of only one type of comprehension - that involving the inferential linking of two pieces of information separated in the text. Students in a subskills-emphasis program outperformed those in a meaning-emphasis program on tests of word knowledge but not of comprehension of discourse. �� 1985.

Publication Date


  • 1985

Citation


  • Freebody, P., & Rust, P. A. (1985). Predicting reading achievement in the first year of schooling: A comparison of readiness tests and instructional programs. Journal of School Psychology, 23(2), 145-155. doi:10.1016/0022-4405(85)90005-6

Scopus Eid


  • 2-s2.0-34248902143

Web Of Science Accession Number


Start Page


  • 145

End Page


  • 155

Volume


  • 23

Issue


  • 2

Place Of Publication


Abstract


  • Data from four reading-related tests, including a measure of knowledge about books and print conventions, and two demographic variables, obtained at the end of the first year of schooling, were used to predict a range of students' word and discourse reading achievement at the conclusion of that year. Students were enrolled in a reading program that emphasized either the subskills involved in breaking the reading code or the more holistic gaining of meaning from print. The results indicated that a measure of knowledge about books and print conventions is strongly related to end-of-year reading achievement, but that, over and above the other more traditional measures, it is a significant predictor of only one type of comprehension - that involving the inferential linking of two pieces of information separated in the text. Students in a subskills-emphasis program outperformed those in a meaning-emphasis program on tests of word knowledge but not of comprehension of discourse. �� 1985.

Publication Date


  • 1985

Citation


  • Freebody, P., & Rust, P. A. (1985). Predicting reading achievement in the first year of schooling: A comparison of readiness tests and instructional programs. Journal of School Psychology, 23(2), 145-155. doi:10.1016/0022-4405(85)90005-6

Scopus Eid


  • 2-s2.0-34248902143

Web Of Science Accession Number


Start Page


  • 145

End Page


  • 155

Volume


  • 23

Issue


  • 2

Place Of Publication