Resumo

VILLALON, Malva; BRAVO, Luis  e  ORELLANA, Eugenia. Relative reading achievement from 1st to 4st grade: a longitudinal study of Spanish-speaking children. Neuropsicologia Latinoamericana [online]. 2009, vol.1, n.1, pp.63-71. ISSN 2075-9479.

The longitudinal study examined the relative reading achievement of 225 Spanish-speaking boys and girls, from the beginning of 1st grade to the end of 4th grade. Emergent literacy was assessed at the beginning of 1st grade, before formal literacy instruction, and reading achievement was assessed at the end of 1st to 4th grades. Knowledge of the alphabet was identified as the best predictor of reading achievement at 4th grade. Results indicated there are differences in the constancy of relative reading achievement. Average readers had the highest probability of 4th grade reading achievement categorization conditioned on alphabet knowledge and on 1st grade reading achievement. Above and below average had almost equal probabilities of remaining the same or becoming average. There were no gender differences in emergent literacy development and reading achievement.

Palavras-chave : Reading; Longitudinal study; Literacy; Achievement.

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