Orthographic Knowledge, and Reading and Spelling: A Longitudinal Study in an Intermediate Depth Orthography

2021 ◽  
Vol 24 ◽  
Author(s):  
Luís Querido ◽  
Sandra Fernandes ◽  
Arlette Verhaeghe
Keyword(s):  
Literacy Development ◽  
Word Reading ◽  
Orthographic Knowledge ◽  
Intermediate Depth ◽  
Pseudoword Reading ◽  
Word Spelling ◽  
Grade 3 ◽  
End Of Grade ◽  
Reading And Spelling ◽  
Variance Explained

Abstract Orthographic knowledge is an important contributor to reading and spelling. However, empirical research is unclear about its long-lasting influence along with literacy development. We examined whether reading and spelling benefitted from an independent contribution of lexical and sublexical orthographic knowledge in European Portuguese, an intermediate depth orthography. This was investigated longitudinally from Grade 2 to 5 with two cohorts of Portuguese children, using common measures of orthographic knowledge, and word and pseudoword reading and spelling tasks. Regression analyses showed that lexical orthographic knowledge assessed at the beginning of Grade 2 predicted word reading at the beginning of Grade 3 (p < .05, variance explained = 6%), word spelling at the end of Grade 2 (p < .05, variance explained = 6%) and pseudoword spelling at the beginning of Grade 3 (p < .05, variance explained = 8%). They also revealed that lexical orthographic knowledge assessed at the beginning of Grade 4 predicted word spelling at the end of Grade 4 (p < .001, variance explained = 21%). Differently, sublexical orthographic knowledge evaluated at the beginning of Grade 2 and of Grade 4 only contributed to pseudoword spelling at the beginning of Grade 3 (p < .01, variance explained = 12%), and to pseudoword reading at the end of Grade 5 (p < .01, variance explained = 9%), respectively. Therefore, orthographic knowledge predicted spelling more often and earlier than reading. Furthermore, the results suggest that the influence of orthographic knowledge may vary during literacy development and, along with findings from other studies, that this influence at the lexical level may depend on orthographic consistency.

scholarly journals Parental Teaching of Reading and Spelling Across the Transition From Kindergarten to Grade 1

2021 ◽  
Vol 11 ◽  
Author(s):  
Gintautas Silinskas ◽  
Kaisa Aunola ◽  
Marja-Kristiina Lerkkanen ◽  
Saule Raiziene
Keyword(s):  
Reading Skills ◽  
Word Reading ◽  
Skill Levels ◽  
Teaching Of Reading ◽  
Parental Teaching ◽  
Word Spelling ◽  
Good Word ◽  
End Of Grade ◽  
Teaching Time ◽  
Reading And Spelling

We investigated the longitudinal links between parental teaching of reading and spelling and children’s word reading and spelling skills. Data of 244 Lithuanian parent–child dyads were analyzed, who were followed across three time points: end of kindergarten (T1; Mage = 6.88; 116 girls), beginning of Grade 1 (T2), and end of Grade 1 (T3). The children’s word reading and spelling skills were tested, and the parents answered questionnaires on the frequency with which they taught their children reading and spelling. Overall, the results showed that the parents were responsive to their children’s skill levels across the domains of reading and spelling and across time (i.e., the transition from kindergarten to Grade 1 and across Grade 1). However, differences between the domains of reading and spelling were also observed. In particular, in the domain of reading and across the transition from kindergarten to Grade 1, the parents responded to their children’s skill levels by increasing the time spent teaching children with poor word reading skills, and decreasing the teaching time for the children with good word reading skills. In contrast, as spelling skills may require more time to develop, parents maintained similar frequencies of teaching spelling across the transition to Grade 1 for all children, and only parents of good spellers taught less spelling at the end of Grade 1 than parents of children with poor and average word spelling skills.

Learning to read: English in comparison to six more regular orthographies

2003 ◽  
Vol 24 (4) ◽  
pp. 621-635 ◽  
Author(s):  
MIKKO ARO ◽  
HEINZ WIMMER
Keyword(s):  
Reading Fluency ◽  
Word Reading ◽  
Reading Performance ◽  
Number Word ◽  
Learning To Read ◽  
Number Words ◽  
Grade Levels ◽  
Pseudoword Reading ◽  
End Of Grade ◽  
High Level

Reading performance of English children in Grades 1–4 was compared with reading performance of German-, Dutch-, Swedish-, French-, Spanish-, and Finnish-speaking children at the same grade levels. Three different tasks were used: numeral reading, number word reading, and pseudoword reading. The pseudowords shared the letter patterns for onsets and rimes with the number words. The results showed that with the exception of English, pseudowords in the remaining orthographies were read with a high level of accuracy (approaching 90%) by the end of Grade 1. In contrast to accuracy, reading fluency for pseudowords was affected not only by regularity but also by other orthographic differences. The results highlight the need for a revision of English-based characterizations of reading development.

scholarly journals Longitudinal predictors of Chinese word reading and spelling among elementary grade students

2012 ◽  
Vol 34 (6) ◽  
pp. 1245-1277 ◽  
Author(s):  
PUI-SZE YEUNG ◽  
CONNIE SUK-HAN HO ◽  
YAU-KAI WONG ◽  
DAVID WAI-OCK CHAN ◽  
KEVIN KIEN-HOA CHUNG ◽  
...  
Keyword(s):  
Predictive Power ◽  
Word Reading ◽  
Morphological Awareness ◽  
Rapid Naming ◽  
Chinese Word ◽  
Spelling Development ◽  
Phonological Skills ◽  
Elementary Grade ◽  
Word Spelling ◽  
Reading And Spelling

ABSTRACTThe longitudinal predictive power of four important reading-related skills (phonological skills, rapid naming, orthographic skills, and morphological awareness) to Chinese word reading and writing to dictation (i.e., spelling) was examined in a 3-year longitudinal study among 251 Chinese elementary students. Rapid naming, orthographic skills, and morphological awareness assessed in Grade 1 were significant longitudinal predictors of Chinese word reading in Grades 1 to 4. As for word spelling, rapid naming was the only significant predictor across grades. Morphological awareness was a robust predictor of word spelling in Grade 1 only. Phonological skills and orthographic skills significantly predicted word spelling in Grades 2 and 4. After controlling for autoregressive effects, morphological awareness and orthographic skills were the significant longitudinal predictors of Chinese word reading and word spelling, respectively. These findings reflected the impacts of the Chinese orthography on children's reading and spelling development.

The effects of children’s reading skills and interest on teacher perceptions of children’s skills and individualized support

2015 ◽  
Vol 39 (5) ◽  
pp. 402-412 ◽  
Author(s):  
Eve Kikas ◽  
Gintautas Silinskas ◽  
Piret Soodla
Keyword(s):  
Teacher Perceptions ◽  
Reading Fluency ◽  
Reading Skills ◽  
Word Reading ◽  
Literacy Skills ◽  
Formal Schooling ◽  
End Of Grade ◽  
Children's Reading ◽  
Children’S Reading ◽  
Reading And Spelling

This study examined the effects of children’s reading skills and interest in reading-related tasks on teacher perceptions of children’s literacy skills (reading and spelling) and the respective individualized support for children during the first two years of formal schooling. The participants were 334 children and their classroom teachers. Identical measures were administered at three time points (at the beginning of Grade 1 and at the end of Grades 1 and 2). Children’s reading skills were assessed with the word reading fluency test, and their interest in reading was assessed with self-reports. Also, teachers evaluated each child’s level of reading and spelling skills and reported the level of individual literacy support they provided. The results showed that children’s poor skills in reading at the beginning of Grade 1 were related to both teacher perceptions of children’s skills as being poor and to increased support at the end of Grade 1. In turn, teacher perceptions of children’s skills as being poor at the end of Grade 1 were related to more support at the end of Grade 2. Moreover, children’s reading skills at the beginning of school had an indirect effect via teacher perceptions at the end of Grade 1 on teacher support in Grade 2. The findings underscore the importance of examining the role of teacher perceptions in providing individualized support during literacy activities.

scholarly journals How morphology impacts reading and spelling: Advancing the role of morphology in models of literacy development

2020 ◽  
Author(s):  
Kyle Levesque ◽  
Helen Breadmore ◽  
Helene Deacon
Keyword(s):  
Reading Comprehension ◽  
Literacy Development ◽  
Word Reading ◽  
Literacy Skills ◽  
Written Language ◽  
Spelling Development ◽  
Children's Literacy ◽  
Models Of Reading ◽  
Reading And Spelling ◽  
Reading And Spelling Development

A defining feature of language lies in its capacity to represent meaning across oral and written forms. Morphemes, the smallest units of meaning in a language, are the fundamental building blocks that encode meaning, and morphological skills enable their effective use in oral and written language. Increasing evidence indicates that morphological skills are linked to literacy outcomes, including word reading, spelling, and reading comprehension. Despite this evidence, the precise ways in which morphology influences the development of children’s literacy skills remains largely underspecified in theoretical models of reading and spelling development. In this paper, we draw on the extensive empirical evidence base in English to explicitly detail how morphology might be integrated into models of reading and spelling development. In doing so, we build on the perspective that morphology is multidimensional in its support of literacy development. The culmination of our efforts is the Morphological Pathways Framework—an adapted framework that illuminates precise mechanisms by which morphology impacts word reading, spelling, and reading comprehension. Through this framework, we bring greater clarity and specificity on how the use of morphemes in oral and written language supports the development of children’s literacy skills. We also highlight gaps in the literature, revealing important areas to focus future research to improve theoretical understanding. Furthermore, this paper provides valuable theoretical insight that will guide future empirical inquiries in identifying more precise morphological targets for intervention, which may have widespread implications for informing literacy practices in the classroom and educational policies more broadly.

scholarly journals Effective spelling training is not enhanced by tDCS in adults

2021 ◽  
Author(s):  
Nathan Caruana ◽  
Rebecca Gelding ◽  
Maia Zucco ◽  
Genevieve McArthur
Keyword(s):  
Reading Fluency ◽  
Word Reading ◽  
Facilitatory Effect ◽  
Poor Reading ◽  
Reading Accuracy ◽  
Sham Stimulation ◽  
Adult Reading ◽  
Word Spelling ◽  
Reading And Spelling ◽  
Spelling Word

The aim of this study was to test the effects of tDCS on adult reading and spelling abilities. Experiment 1 examined whether tDCS improved adults' performance on reading and spelling tests. We found no evidence that left temporal tDCS stimulation improved word spelling, word reading accuracy, or word reading fluency compared to sham stimulation. Experiment 2 tested the effect of left-temporal tDCS stimulation on spelling training in adults. There was no evidence for a facilitatory effect of tDCS on spelling training despite its large and significant effects on adults' ability to spell difficult words. These results, paired with previous studies, argue against the use of tDCS as an intervention for poor reading and spelling until we identify a tDCS paradigm that reliably improves reading and spelling skills.

scholarly journals The Effects of Lexical Tone Awareness on Early Word Recognition, Word Reading, and Spelling From Dictation of Thai Children: A Longitudinal Study

2021 ◽  
Vol 12 ◽  
Author(s):  
Therdpong Thongseiratch ◽  
Tuangporn Kraiwong ◽  
Rungpat Roengpitya
Keyword(s):  
Word Recognition ◽  
Early Literacy ◽  
Word Reading ◽  
Longitudinal Design ◽  
Word Meaning ◽  
Literacy Skills ◽  
Hierarchical Regression ◽  
Lexical Tone ◽  
Grade 3 ◽  
Reading And Spelling

In tonal languages such as Thai, lexical tone (the pitch of a syllable) affects word meaning. This study examined the effects of lexical tone awareness (LTA) on early word recognition and the relationship between these abilities and word reading and spelling in subsequent grades. A longitudinal design was used to assess reading-related skills in 259 Thai children, first in kindergarten (130 girls, Mage=67.25months) and later in Grade 3 (Mage=102.25months). In kindergarten, the children were tested on lexical tone identification and differentiation, early literacy skills, non-verbal IQ, and early word recognition. In Grade 3, they were tested on word reading and spelling from dictation. The hierarchical regression analyses showed that the lexical tone identification skills in kindergarten accounted for 2% of the unique variance in early word recognition. However, none of the LTA skills could predict word reading and spelling from dictation after controlling for other literacy-related skills. These findings suggest that LTA skill positively associated with early word recognition at the kindergarten level, but not for word reading and spelling from dictation at a Grade 3 level.

Cognitive-Linguistic Skills Underlying Word Reading and Spelling Difficulties in Chinese Adolescents With Dyslexia

2019 ◽  
Vol 53 (1) ◽  
pp. 48-59 ◽  
Author(s):  
Kevin Kien Hoa Chung ◽  
Chun Bun Lam
Keyword(s):  
Phonological Awareness ◽  
Word Reading ◽  
Critical Role ◽  
Morphological Awareness ◽  
Chinese Adolescents ◽  
Cognitive Linguistic ◽  
Word Spelling ◽  
L1 And L2 ◽  
Reading And Spelling ◽  
Reading And Spelling Difficulties

The present study investigated the co-occurrence of word reading and spelling difficulties for Chinese first language (L1) and English second language (L2) and the role of morphological awareness in word reading and spelling ability across two languages. A total of 110 Hong Kong Chinese-speaking students in Grade 7, including 55 adolescents with dyslexia (28 males, mean age = 152.11 months) and 55 typically developing adolescents (27 males, mean age = 151.85 months) participated. They were assessed on the cognitive-linguistic measures of morphological awareness, phonological awareness, vocabulary knowledge, rapid naming, word reading, and word spelling in L1 and L2. Multivariate analysis of variance showed that compared with the typical students, adolescents with dyslexia had poorer performance in all L1 and L2 measures except the phonological awareness in Chinese. Hierarchical regression analysis indicated that for both groups of students, morphological awareness contributed uniquely to word reading and spelling in L1 and L2; rapid letter naming contributed uniquely to English word spelling. Findings highlight the importance of co-occurring difficulties in L1 and L2 reading and spelling and that morphological awareness may play a critical role in predicting word reading and spelling across languages for Chinese adolescents with dyslexia and those without difficulty.

Morphological Awareness Skills of Second- and Third-Grade Students With and Without Speech Sound Disorders

2020 ◽  
Vol 51 (3) ◽  
pp. 603-616
Author(s):  
Kenn Apel ◽  
Victoria S. Henbest
Keyword(s):  
Word Reading ◽  
Speech Sound ◽  
Morphological Awareness ◽  
Literacy Skills ◽  
Receptive Vocabulary ◽  
Real Word ◽  
Speech Sound Disorders ◽  
Word Level ◽  
Third Grade Students ◽  
Pseudoword Reading

Purpose Morphological awareness is the ability to consciously manipulate the smallest units of meaning in language. Morphological awareness contributes to success with literacy skills for children with typical language and those with language impairment. However, little research has focused on the morphological awareness skills of children with speech sound disorders (SSD), who may be at risk for literacy impairments. No researcher has examined the morphological awareness skills of children with SSD and compared their skills to children with typical speech using tasks representing a comprehensive definition of morphological awareness, which was the main purpose of this study. Method Thirty second- and third-grade students with SSD and 30 with typical speech skills, matched on age and receptive vocabulary, completed four morphological awareness tasks and measures of receptive vocabulary, real-word reading, pseudoword reading, and word-level spelling. Results Results indicated there was no difference between the morphological awareness skills of students with and without SSD. Although morphological awareness was moderately to strongly related to the students' literacy skills, performance on the morphological awareness tasks contributed little to no additional variance to the children's real-word reading and spelling skills beyond what was accounted for by pseudoword reading. Conclusions Findings suggest that early elementary-age students with SSD may not present with concomitant morphological awareness difficulties and that the morphological awareness skills of these students may not play a unique role in their word-level literacy skills. Limitations and suggestions for future research on the morphological awareness skills of children with SSD are discussed.

Reading Longer Words: Insights Into Multisyllabic Word Reading

2017 ◽  
Vol 2 (1) ◽  
pp. 86-94 ◽  
Author(s):  
Lindsay Heggie ◽  
Lesly Wade-Woolley
Keyword(s):  
Systematic Approach ◽  
Word Reading ◽  
Explicit Instruction ◽  
Working Memory Capacity ◽  
Reading Difficulties ◽  
Instructional Programs ◽  
Morphological Knowledge ◽  
Morphological Complexity ◽  
Reading Accuracy ◽  
Grade 3

Students with persistent reading difficulties are often especially challenged by multisyllabic words; they tend to have neither a systematic approach for reading these words nor the confidence to persevere (Archer, Gleason, & Vachon, 2003; Carlisle & Katz, 2006; Moats, 1998). This challenge is magnified by the fact that the vast majority of English words are multisyllabic and constitute an increasingly large proportion of the words in elementary school texts beginning as early as grade 3 (Hiebert, Martin, & Menon, 2005; Kerns et al., 2016). Multisyllabic words are more difficult to read simply because they are long, posing challenges for working memory capacity. In addition, syllable boundaries, word stress, vowel pronunciation ambiguities, less predictable grapheme-phoneme correspondences, and morphological complexity all contribute to long words' difficulty. Research suggests that explicit instruction in both syllabification and morphological knowledge improve poor readers' multisyllabic word reading accuracy; several examples of instructional programs involving one or both of these elements are provided.

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