Relationships Between Reading Ability in Third Grade and Phonological Awareness in Kindergarten
The purpose of this study was to identify relationships that exist between reading ability in 3rd grade and phonological awareness in kindergarten. A second purpose was to identify specific prereading skills that best predict later reading success. This study used a quantitative research design to a...
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| Format: | Others |
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Digital Commons @ East Tennessee State University
2012
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| Online Access: | https://dc.etsu.edu/etd/1410 https://dc.etsu.edu/cgi/viewcontent.cgi?article=2603&context=etd |
| Summary: | The purpose of this study was to identify relationships that exist between reading ability in 3rd grade and phonological awareness in kindergarten. A second purpose was to identify specific prereading skills that best predict later reading success. This study used a quantitative research design to answer the research questions posed. The population for this research was 244 fourth grade students enrolled in 3 primary schools in a school system in Southwest Virginia. The data used for this research study were obtained from each student's score on the kindergarten Phonological Awareness and Literacy Screening and the 3rd grade Virginia Standards of Learning examination in reading. Four predictor variables (rhyme awareness, letter recognition, sound-letter relationships, and concept of word) were evaluated to determine their level of predictability for later reading success. Independent samples t-tests were conducted to determine whether a significant difference in the mean score of the PALS and SOL examination in reading existed between male and female students. Pearson correlation coefficients were computed to determine whether a statistically significant relationship existed between the PALS and the SOL examination in reading. Subsequent Pearson correlation coefficients were computed to determine if a significant relationship existed between the PALS and the SOL examination in reading for female and male students. Female students were found to have a higher mean score than male students on the kindergarten PALS. Female and male students tended to score about same on the 3rd grade SOL examination in reading. PALS score and SOL score were found to be significantly related suggesting that students with high phonological awareness scores in kindergarten tended to also have high scores on the 3rd grade Virginia SOL examination in reading. A Pearson correlation coefficient also indicated that female students with high kindergarten phonological awareness scores tended to have high scores on the 3rd grade Virginia SOL examination in reading. Rhyme awareness was identified as the best early predictor of later reading ability. |
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