Early Reading Acquisition and Its Relation to Reading Experience and Ability 10 Years Later

A group of 1st-graders who were administered a battery of reading tasks in a previous study were followed up as 11th graders. Ten years later, they were administered measures of exposure to print, reading comprehension, vocabulary, and general knowledge. First-grade reading ability was a strong pred...

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Bibliographic Details
Published in:Developmental psychology 1997-11, Vol.33 (6), p.934-945
Main Authors: Cunningham, Anne E, Stanovich, Keith E
Format: Article
Language:English
Subjects:
Ability
Acquisition
Adolescent
Adolescents
Beginning Reading
Biological and medical sciences
Child
Child development
Child psychology
Cognition
Cognitive Ability
Cultural Literacy
Developmental psychology
Early Experience
Early Intervention (Education)
Elementary School Students
Female
Follow-Up Studies
Followup Studies
Forecasting
Fundamental and applied biological sciences. Psychology
High School Students
High Schools
Human
Humans
Individual Differences
Knowledge Level
Learning
Longitudinal Studies
Male
Predictor Variables
Primary Education
Print Awareness
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Reading
Reading Ability
Reading Achievement
Reading Comprehension
Reading Development
Reading Education
Relationship
Vocabulary Development
Young children
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Summary:A group of 1st-graders who were administered a battery of reading tasks in a previous study were followed up as 11th graders. Ten years later, they were administered measures of exposure to print, reading comprehension, vocabulary, and general knowledge. First-grade reading ability was a strong predictor of all of the 11th-grade outcomes and remained so even when measures of cognitive ability were partialed out. First-grade reading ability (as well as 3rd- and 5th-grade ability) was reliably linked to exposure to print, as assessed in the 11th grade, even after 11th-grade reading comprehension ability was partialed out, indicating that the rapid acquisition of reading ability might well help develop the lifetime habit of reading, irrespective of the ultimate level of reading comprehension ability that the individual attains. Finally, individual differences in exposure to print were found to predict differences in the growth in reading comprehension ability throughout the elementary grades and thereafter.
ISSN:0012-1649
1939-0599
DOI:10.1037/0012-1649.33.6.934