scholarly journals Orthographic knowledge predicts reading and spelling skills over and above general intelligence and phonological awareness

2020 ◽  
Author(s):  
Jelena Zarić ◽  
Marcus Hasselhorn ◽  
Telse Nagler
Keyword(s):  
Phonological Awareness ◽  
Orthographic Knowledge ◽  
General Intelligence ◽  
Reading And Spelling

scholarly journals The Cognitive Profiles of Poor Readers/Good Spellers and Good Readers/Poor Spellers in a Consistent Orthography: A Retrospective Analysis

2015 ◽  
Vol 3 (2) ◽  
pp. 103 ◽  
Author(s):  
George Manolitsis ◽  
George K. Georgiou
Keyword(s):  
Phonological Awareness ◽  
Reading Fluency ◽  
Short Term Memory ◽  
Orthographic Knowledge ◽  
Poor Readers ◽  
Rapid Automatized Naming ◽  
Cognitive Profiles ◽  
Good Readers ◽  
Poor Spellers ◽  
Reading And Spelling

Reading and spelling are closely related to each other, but empirical evidence shows that they can also dissociate. The purpose of this study was to examine the cognitive profiles of good readers/poor spellers and poor readers/good spellers in a relatively consistent orthography (Greek). One hundred forty children were administered measures of phonological awareness, rapid automatized naming, phonological short-term memory, and orthographic knowledge in grades 1 and 2. Their performance in reading and spelling was assessed in grade 4. Two small groups of children exhibited dissociation between reading and spelling: seven children were identified as poor readers/good spellers and 11 children as good readers/poor spellers. The former group experienced severe deficits in both rapid naming and phonological awareness. The latter group experienced only mild deficits in orthographic knowledge. Although inefficient orthographic knowledge affects their spelling accuracy (Greek is inconsistent in the direction of spelling), it does not impact their reading fluency because they can recognize words by relying on partial cues.

Universals of reading: Developmental evidence for linguistic plausibility

2012 ◽  
Vol 35 (5) ◽  
pp. 287-288 ◽  
Author(s):  
Usha Goswami
Keyword(s):  
Word Recognition ◽  
Young Children ◽  
Visual Word Recognition ◽  
Visual Word ◽  
Orthographic Knowledge ◽  
Spelling Errors ◽  
Complex Interactions ◽  
Data Support ◽  
Reading And Spelling ◽  
Orthographic Learning

AbstractChildren's reading and spelling errors show that orthographic learning involves complex interactions with phonology, morphology, and meaning throughout development. Even young children seek to make their visual word recognition strategies linguistically coherent. Orthographic knowledge gained through spelling affects reading, and vice versa. Developmental data support Frost's claim that letter-coding flexibility reflects the optimization of encoding resources in a highly developed system.

Facilitating Phoneme Awareness Development in 3- and 4-Year-Old Children With Speech Impairment

2005 ◽  
Vol 36 (4) ◽  
pp. 308-324 ◽  
Author(s):  
Gail T. Gillon
Keyword(s):  
Phonological Awareness ◽  
Early Literacy ◽  
Speech Intelligibility ◽  
Longitudinal Design ◽  
Phoneme Awareness ◽  
Control Group ◽  
Letter Knowledge ◽  
Speech Impairment ◽  
Early Literacy Development ◽  
Reading And Spelling

Purpose: This study investigated the phonological awareness and early literacy development of 12 children who presented at 3 years of age with moderate or severe speech impairment. The children’s response to early intervention that included specific activities to facilitate phoneme awareness and letter knowledge, in addition to improving speech intelligibility, was examined. Method: Using a 3-year longitudinal design, the children’s development in phonological awareness was monitored and compared to that of a group of 19 children without speech impairment. During the monitoring period from 3 to 5 years of age, the children with speech impairment received, on average, 25.5 intervention sessions. At 6 years of age, the children’s performance on phonological awareness, reading, and spelling measures was also compared to that of the 19 children without impairment as well as to a matched control group of children with speech impairment who had not received any specific instruction in phonological awareness. Results: The results indicated that (a) phoneme awareness can be stimulated in children with speech impairment as young as 3 and 4 years of age, (b) facilitating phoneme awareness development can be achieved concurrently with improvement in speech intelligibility, and (c) enhancing phoneme awareness and letter knowledge during the preschool years is associated with successful early reading and spelling experiences for children with speech impairment. Clinical Implications: The data provide evidence to support the clinical practice of integrating activities to develop phoneme awareness and letter knowledge into therapy for 3- and 4-year-old children with moderate or severe speech impairment.

scholarly journals Intrusion of orthographic knowledge on phoneme awareness: Strong in normal readers, weak in dyslexic readers

1996 ◽  
Vol 17 (1) ◽  
pp. 1-14 ◽  
Author(s):  
Karin Landerl ◽  
Uta Frith ◽  
Heinz Wimmer
Keyword(s):  
Phonological Awareness ◽  
Reading Development ◽  
Orthographic Knowledge ◽  
Lower Degree ◽  
Phoneme Awareness ◽  
Phonological Information ◽  
Normal Reading ◽  
Orthographic Representations

ABSTRACTIn three typical phonological awareness tasks it was found that children with normal reading development sometimes give responses that are based on orthographic rather than phonological information. In dyslexic children, the number of occurrences of such orthographic intrusions was significantly lower. This effect cannot be explained by positing a lower degree of orthographic knowledge in dyslexic children since a group of younger children who had the same spelling level as the dyslexics also showed more orthographic intrusions. A plausible explanation for this difference between normal and dyslexic readers is that, in normal readers, phonological and orthographic representations of words are so closely connected that they are usually coactivated, even if such a coactivation is misleading. In dyslexics this connection is less strong, so that orthographic representations interfere less with phonemic segmentation. The relevance of this finding with respect to recent assumptions about the importance of phonology in establishing orthographic representations is discussed.

The Relation Between a Systematic Analysis of Spelling and Orthographic and Phonological Awareness Skills in First-Grade Children

2021 ◽  
pp. 1-13
Author(s):  
Victoria S. Henbest ◽  
Kenn Apel
Keyword(s):  
Error Analysis ◽  
Phonological Awareness ◽  
Negative Correlation ◽  
First Grade ◽  
Orthographic Knowledge ◽  
Linguistic Knowledge ◽  
Spelling Error ◽  
Systematic Analysis ◽  
Moderate Negative Correlation ◽  
And Performance

Purpose As an initial step in determining whether a spelling error analysis might be useful in measuring children's linguistic knowledge, the relation between the frequency of types of scores from a spelling error analysis and children's performance on measures of phonological and orthographic pattern awareness was examined. Method The spellings of first-grade children with typical spoken language skills were scored using the Spelling Sensitivity System (Masterson & Apel, 2010a); words were parsed into elements based on phonemes and then assigned a score based on the linguistic skills represented in the spelling. The children also completed more traditional measures of phonological and orthographic knowledge: an elision task and an orthographic pattern awareness task. Results There was a moderate negative correlation between number of elements omitted in the children's spellings (e.g., the child did not represent a phoneme with a letter[s] and performance on the phonological awareness task). There also was a moderate negative correlation between frequency of orthographically based spelling errors (e.g., spelling an element with a letter[s] that could never represent that sound in English) and performance on the orthographic pattern and phonological awareness measures. Conclusions These findings suggest that specific types of scores on the spelling error analysis provided information about the children's phonological awareness and orthographic knowledge. They also support continued investigations on the use of a systematic spelling error analysis for measuring phonological awareness and orthographic knowledge and highlight the potential utility of the analysis procedure in the educational setting.

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