Abstract
Abstract Individually matched early and nonearly readers were compared in terms of their language concepts and skills, as well as their reading achievement, in kindergarten through 2nd grade. The early readers, particularly those who learned to read before kindergarten, were found to be superior to nonearly readers on preschool measures of general language development, verbal intelligence, and phonemic segmentation measured using an invented spelling task. These measures were significant predictors of reading achievement through 2nd grade for both early and nonearly readers. Early readers maintained their advantage in reading achievement throughout the grades studied. The early readers did not perform in a homogeneous fashion on certain tasks, nor did they differ from the nonearly readers in their performance in kindergarten on the phonemic segmentation task.
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