. Author manuscript; available in PMC: 2012 Feb 1.

Published in final edited form as: Learn Individ Differ. 2011 Feb 1;21(1):85–95. doi: 10.1016/j.lindif.2010.10.005

Table 5.

Incremental R² of the Hierarchical Latent Variable Regression Models Predicting Reading and Spelling Skills at Grade 1 across U.S./Australia ad Scandinavia.

Steps	U.S./Australia			Scandinavia
Steps	WR_G1	PD_G1	S_G1	WR_G1	PD_G1	S_G1
1 Autoregressor_KG	.516^***	.496^***	.364^***	.477^***	.419^***	.391^***
2 Vocabulary^b	.000	.000	.000	.020^a ^*	.001	.062^***
3 RAN_KG	.071^***	.038^***	.025^***	.066^***	.053^**	.026^*
4 PA_KG	.011^**	.013^**	.097^***	.004^a	.008^a	.097^***
3 PA_KG	.021^***	.023^**	.102^***	.000	.000	.107^***
4 RAN_KG	.061^***	.029^***	.019^***	.071^***	.061^***	.017^†
Total R²	.60	.55	.49	.57	.48	.57

Note. WR_G1 = Word recognition – Grade 1; PD_G1 = Phonological decoding – Grade 1; S_G1 = Spelling – Grade 1; Autoregressor_KG = the same reading and spelling variable measured at Kindergarten; RAN_KG = Rapid naming – Kindergarten; PA_KG = Phonological awareness – Kindergarten;

Negative regression weight;

Vocabulary was only assessed in preschool.

^†

p < .10.

p < .05.

^**

p < .01.

^***

p < .001.