The Unique Role of Early Spelling in the Prediction of Later Literacy Performance

ABSTRACT

We examined the predictive value of early spelling for later reading performance by analyzing data from 970 U.S. children whose spelling was assessed in the summer following the completion of kindergarten (M age = 6 years; 3 months). The word reading performance of most of the children was then tested after the completion of Grade 1 (age 7;5), Grade 2 (8;5), Grade 4 (10;5), and Grade 9 (15;5). A computer-scored measure of postkindergarten spelling was a significant predictor of later reading performance even after taking into account postkindergarten phonological awareness, reading, and letter-sound knowledge and prekindergarten vocabulary. The results suggest that, by the end of kindergarten, spelling is more than just a proxy for phonological awareness and letter-sound knowledge. Given the information that spelling provides, it should be considered for inclusion when screening children for future literacy problems.

Conflicts of interest

Ethical approval for the study was granted by the University of Colorado, following all applicable U.S. guidelines, and participants’ parents provided informed consent.

Additional information

Funding

This work was supported by the Australian Research Council [A79906201, DP0663498, DP0770805] and NIH [HD051610, HD038526, HD027802, HD68728].