A Developmental Perspective on Word Literacy from Kindergarten Through the Second Grade

Cody Ding, Lloyd Richardson and Thomas Schnell

The Journal of Educational Research, 2013, vol. 106, issue 2, 132-145

Abstract: Utilizing latent transition analysis and multidimensional scaling growth analysis, the authors studied the emerging developmental trajectories in word literacy (i.e., word-reading competence) of a group of 1,503 kindergarteners. Specifically, 3 hypotheses with respect to growth patterns in word literacy from kindergarten to Grade 2 were examined: (a) children come into kindergarten with different word literacy levels, and emerging differences would be likely to remain stable over time; (b) the differences in word literacy latent status would lead to differences in word literacy trajectories over time; and (c) students with a low growth level would lead to lower achievement in reading achievement at a later time. The results of the dynamic analyses support the hypotheses and are discussed in the context of word literacy development.

Date: 2013
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DOI: 10.1080/00220671.2012.667009

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