Young-Suk Kim|Kenn Apel|Stephanie Al Otaiba
The Relation of Linguistic Awareness and Vocabulary to Word Reading and Spelling for First-Grade Students Participating in Response to Intervention
Florida State University|University of South Carolina|Southern Methodist University
purpose relations phonological orthographic morphological awareness vocabulary word reading spelling examined 304 firstgrade children receiving differentiated instruction response intervention rti model instruction method firstgrade children assessed phonological orthographic morphological awareness expressive vocabulary word reading spelling yearend word reading spelling outcome variables phonological orthographic morphological awareness expressive vocabulary rti status tiers 1 2 amp 3 predictor variables results 3 linguistic awareness skills unique predictors word reading phonological orthographic awareness unique predictors spelling contributions linguistic awareness skills vocabulary made word reading spelling differ childrens rti tier status conclusion results conjunction previous studies suggest even beginning readers spellers draw multiple linguistic awareness skills word reading spelling regardless level literacy abilities educational implications discussed