Predicting Performance in Primary School Subjects

Abstract

Correlations among letter naming, word reading, letter writing, and visual-motor integration scores at school start in Grade 1 and reading, spelling, and handwriting scores at the end of Grades 2 and 5 obtained in a longitudinal design for 217 boys and 190 girls entering Grade 1 at the age of 7 years are reported. The correlations between letter naming, word reading, and letter writing and reading and spelling in Grades 2 and 5 fall in the ranges .51≤ r≤ .62 and .43 ≤ r≤.50, respectively (α = .01). For all other correlations ( r<.40) α =.01.