Table 3.
Results of hierarchical regression analyses with measures in kindergarten as predictors of reading skills in grades 1 and 2.
| Kindergarten measures | Reading comprehension Grade 1 | Reading comprehension Grade 2 | Word reading fluency Grade 1 | Word reading fluency Grade 2 | ||||
|---|---|---|---|---|---|---|---|---|
| β | ΔR2 | β | ΔR2 | β | ΔR2 | β | ΔR2 | |
| Model 1 | ||||||||
| (1) Control variables | 0.35*** | 0.49*** | 0.21*** | 0.19*** | ||||
| Non-verbal IQ | 0.11 | 0.06 | 0.13 | 0.06 | ||||
| Vocabulary | 0.37*** | 0.54*** | 0.27** | 0.29*** | ||||
| Mother’s education | 0.29*** | 0.27*** | 0.23** | 0.22** | ||||
| (2) Literacy-related skills | 0.08*** | 0.11*** | 0.25*** | 0.21*** | ||||
| RAN | 0.12 | 0.09 | 0.30*** | 0.32*** | ||||
| Letter-sound knowledge | 0.24** | 0.24** | 0.21*** | 0.32*** | ||||
| Phonological awareness | 0.08 | 0.18* | 0.25*** | 0.04 | ||||
| (3) Morphological awareness | ||||||||
| (a) Inflectional | 0.01 | 0.00 | 0.17* | 0.01* | -0.12 | 0.01 | -0.15 | 0.01 |
| (b) Derivational | 0.03 | 0.00 | 0.21* | 0.02* | -0.14 | 0.01 | -0.13 | 0.01 |
| (c) Compounding | 0.08 | 0.00 | 0.10 | 0.00 | -0.09 | 0.00 | -0.15 | 0.01 |
| Model 2 | ||||||||
| (3) Morphological awareness | 0.00 | 0.02* | 0.01 | 0.01 | ||||
| Inflectional | -0.04 | 0.06 | -0.04 | -0.10 | ||||
| Derivational | 0.02 | 0.20* | -0.12 | -0.02 | ||||
| Compounding | 0.09 | -0.06 | -0.02 | -0.08 | ||||
| Model 3 | ||||||||
| (2) Autoregressor1 | 0.38*** | 0.09*** | 0.83*** | 0.52*** | ||||
| (3) Morphological awareness | ||||||||
| (a) Inflectional | 0.27*** | 0.04*** | 0.01 | 0.00 | ||||
| (b) Derivational | 0.30*** | 0.05*** | -0.05 | 0.00 | ||||
| (c) Compounding | 0.13 | 0.01 | -0.07 | 0.00 | ||||
The beta coefficients reported are taken from the step in the regression equation in which the predictor variables were entered. 1The autoregressor for the outcome variable ‘reading comprehension’ and ‘word reading fluency’ in grade 2 was the corresponding measure in grade 1. ∗p < 0.05, ∗∗p < 0.01, ∗∗∗p < 0.001.