Janet W. Bloodgood

Kindergarten Predictors of First- and Second-Grade Reading Achievement

In this study we examined the ability of 6 kindergarten prereading skills to predict later reading achievement. The prereading skills of 102 children were assessed at the beginning, middle, and end of kindergarten, and reading achievement was assessed at the end of first and second grade. Results showed that (1) 4 kindergarten skills (alphabet recognition, concept of word in text, spelling with beginning and ending consonants, and word recognition) effectively predicted success in first-grade reading (R = .77); (2) effective predictions of first- and second-grade reading achievement could be made at the middle of kindergarten; and (3) a phonemic spelling task was superior to an oral phoneme segmentation task in predicting success in beginning reading.

A New Approach to Spelling Instruction in Language Arts Programs.

Traditional spelling instruction continues in the classroom, for the most part as an isolated event out of touch with the other language arts and uninformed by the level of word knowledge appropriate for each student. However, spelling assessments administered periodically can enable teachers to obtain quantitative (level) and qualitative (error-type) information about each students spelling ability and provide the basis for an effective word-study program. Word study, using categorization sorts and word-play activities, helps students investigate word patterns and become knowledgeable spellers who do not need to rely solely on memory. Integration of spelling and word-study activities with reading and writing provides further reinforcement and encourages learning in all of the language arts.

Validating Craft Knowledge

This longitudinal study investigated childrens performance on several informal reading and spelling tasks. Students (n = 274) in a rural North Carolina county were assessed across grades 2 to 6 on the following measures: isolated word recognition (timed and untimed), oral reading accuracy, reading comprehension, reading rate, and spelling. Statistics (means and standard deviations) were reported for each measure each year. Overall, the results tended to support traditional performance criteria in reading diagnosis. Two findings that deserve further study were (1) word recognition–timed proved to be a good predictor of oral reading rate at each grade level (median r = .68), and (2) both oral and silent reading rates, after increasing steadily from grade 2 to 4, began to taper off between grades 4 and 6. This second finding is in contrast to previous reading-rate data reported by Hasbrouck and Tindal and by Taylor.

Bringing Word Study to Intermediate Classrooms

This article addresses word study for upper elementary and middle school classrooms. Word study is often neglected in classrooms due to misconceptions and fears of classroom teachers, especially teachers of older students. Conclusions from a research project conducted with teachers reveal both positive and negative understandings of implementing word study. In addition, the research indicates that teachers demonstrated three levels of word study knowledge and practice in the classroom. The research provided the rationale and motivation to develop short, integrated word study units that intermediate teachers could implement: incidental word study activities. The authors provide a brief conceptual overview of word study and describe the four incidental word study units that can be implemented by teachers. These units include daily root activities, homophones—within word pattern, homographs—syllable juncture stage, and word endings—derivational constancy activities. The authors include a word sort, an application activity, and a reinforcement game for each unit. With these activities, teachers can begin their own adventure with word study.

Quintilian: A classical educator speaks to the writing process

Abstract The impact of state‐mandated writing tests has altered process writing instruction practices in many elementary and middle school classrooms. Ancient Roman educational principles designed to produce the perfect orator and citizen have relevance to modern writing instruction and may cause us to rethink what is meant by “back to basics.” The views of Quintilian provide a new lens for examining the writing process and its components as advocated by Graves, Murray, and others. The Quintilian Progression contains guidelines to support teachers and students as they endeavor to become more effective writers and critical thinkers.