Oral Language and Code-Related Precursors to Reading: Evidence from a Longitudinal Structural Model.

This longitudinal study of children from preschool through fourth grade examined code-related and oral language precursors to reading. Findings indicated that the relationship between code-related precursors and oral language is strong during preschool. During early elementary school, reading ability is predominately determined by kindergarten print knowledge and phonological awareness. In later elementary school, reading accuracy and comprehension appear to be influenced by different skill sets. (Author/KB)