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1.
It has been suggested that children acquire spelling by picking up conditional sound-spelling consistencies. To examine this hypothesis, we investigated how variation in word characteristics (words that vary systematically in terms of phoneme-grapheme correspondences) and child factors (individual differences in the ability to extract phonological, morphological, and orthographic information) simultaneously relates to spelling accuracy. A total of 143 Korean-speaking children were assessed on spelling 4 times from prekindergarten to kindergarten. Words in the spelling task systematically varied in orthographic transparency stemming from phonological shifts. At Time 1 they were also assessed on emergent literacy or linguistic awareness skills (e.g., phonological awareness, morphological awareness, letter-name knowledge). Explanatory item response model revealed that (a) growth trajectories of spelling differed as a function of orthographic transparency, and (b) the effect of emergent literacy skills on words of varying transparency differed as a function of children’s emergent literacy skill levels and time. 相似文献
2.
Children with spelling deficits demonstrate significant difficulty using inflectional morphology in their writing. This study investigated whether phonological deficits account for these pronounced difficulties or if they are more accurately explained by limitations in morphological or orthographic awareness. Twenty–six 11—13–year–old children with spelling deficits, 31 younger spelling–level–matched children, and 31 age–matched children were asked to spell a series of verbs with past tense and progressive markers in dictated sentences and in list form. Performance on spelling tasks was compared to performance on phonological, morphological, and orthographic awareness tasks. Results suggest that children with spelling deficits have significant difficulty including inflections as well as spelling inflections and base words. Difficulty was most pronounced in a sentence context. Ability to spell inflectional forms was related to variation in morphological awareness in children with spelling deficits and to variation in orthographic awareness in spelling–level–matched children. 相似文献
3.
The present study investigated the associations of visual-spatial attention with word reading fluency and spelling in 92 third grade Hong Kong Chinese children. Word reading fluency was measured with a timed reading task whereas spelling was measured with a dictation task. Results showed that visual-spatial attention was a unique predictor of speeded reading accuracy (i.e., the total number of words read correctly divided by the total number of words read in a timed reading task) but not reading speed (i.e., the number of words read correctly in the same task) after controlling for age, non-verbal intelligence, morphological awareness, phonological awareness, orthographic knowledge, and rapid automatized naming. Visual-spatial attention also explained unique variance in word spelling measured with a dictation task after the same control variables. The findings of the present study suggest that visual-spatial attention is important for literacy development in Chinese children. 相似文献
4.
Zarić Jelena Hasselhorn Marcus Nagler Telse 《European Journal of Psychology of Education - EJPE》2021,36(1):21-43
It is widely accepted that general intelligence and phonological awareness contribute to children’s acquisition of reading and spelling skills. A further candidate in this regard is orthographic knowledge (i.e., the knowledge about permissible letter patterns). It consists of two components, word-specific (i.e., the knowledge of the spelling of specific words) and general orthographic knowledge (i.e., the knowledge about legal letter patterns of a writing system). Among German students, previous studies have shown that word-specific orthographic knowledge contributes to both reading and spelling. The results regarding general orthographic knowledge and its contribution to reading and spelling are inconsistent. The major goal of the present study was to determine the incremental predictive value of orthographic knowledge for reading and spelling skills among German elementary-school children (N = 66), over and above the contribution of general intelligence and phonological awareness. The second goal was to examine whether there is a difference between the two subtypes of orthographic knowledge in the amount of their respective contribution to reading and spelling performance. The results show that word-specific as well as general orthographic knowledge contribute to both reading and spelling performance, over and above intelligence and phonological awareness. Furthermore, it reveals that both word-specific and general orthographic knowledge explain more variance of spelling compared to reading. Possible explanations for these results, limitations, and implications of the study are being discussed.
相似文献5.
Porpodas CD 《Journal of learning disabilities》1999,32(5):406-416
This study examined the patterns of reading and spelling performance of first-grade Greek children who either were facing difficulties in literacy acquisition or were normal achievers. In addition, we studied the relationship between obtained literacy development levels and the children's phonological awareness and ability to retain phonological information in short-term memory. The participants were tested in the reading of single letters, letter clusters, words, and nonwords, as well as in word and nonword spelling. Furthermore, their phonological processing knowledge was assessed via a battery of phonological awareness tasks and short-term memory phonetic-representation tasks. The main findings of the study were as follows: (a) Accurate decoding of Greek was achieved by almost every young child (attributed mainly to the nature of the Greek writing system); (b) the time the children needed to process a written item was the crucial index of their difficulty in literacy acquisition; (c) spelling was performed by deriving the orthographic form of a word on the basis of sound-spelling correspondence knowledge; (d) although the children with difficulties in literacy development had achieved a satisfactory performance in phonological processing, their performance was nevertheless significantly lower than that of the normal achievers; and (e) phonemic awareness and speech rate tasks were among the best predictors of learning to read and spell Greek words. 相似文献
6.
Frances Martin Elizabeth Claydon Adam Morton Sonia Binns Chris Pratt 《Journal of Research in Reading》2003,26(2):191-204
This study examined the use of orthographic and phonological deletion strategies by children in the 6–16‐year age range. Children from Grades 1 to 10 (n=191) were presented either visually or orally isolated words and were asked to pronounce these words using either an orthographic (spelling) strategy following mental deletion of one letter, or a phonological (sounding) strategy following mental deletion of one sound. All children performed additional reading and spelling tasks in which they read and spelt all the words and derivatives from the deletion tasks. Analysis of variance revealed that younger readers were more accurate when using phonological strategies than when using orthographic strategies, whereas older readers showed superior orthographic and phonological processing abilities. Generally the results supported the suggestion that phonological and orthographic processing ability increase with age, and that the increase in these abilities with age is not solely dependent on reading and spelling ability. 相似文献
7.
Orthographic and Phonological Processes in Reading 总被引：1，自引：0，他引：1
Investigations of reading have focussed largely on two component processes, phonological processing and orthographic processing.
However, a number of unresolved issues have hampered progress in the investigation of these abilities. Three such issues that
formed the focus of the present study were (1) the extent to which tasks used to operationalise orthographic processing measure
the same construct, (2) the extent to which tasks from a range of phonological processing domains measure the same construct,
and (3) the degree to which orthographic processing tasks reflect orthographic processes independent of extraneous phonological
operations, and conversely, phonological processing tasks measure phonological processes independent of orthographic processes.
To address these questions, a variety of tasks used to evaluate orthographic processing (orthographic verification, homophone
verification, nonlexical choice, irregular word reading, irregular word spelling), phonological processing (phoneme deletion,
phonological choice, nonword reading, nonword spelling) and related domains (e.g., word identification, IQ) were administered
to 177 children from Grades 3, 4 and 5. Factor analysis conducted using accuracy data revealed that orthographic processing
tasks congregate along a single factor, while phonological processing tasks congregate along another, separate factor, viewed
as evidence for the construct validity of orthographic processing and phonological processing, respectively. When response-time
data were analysed, these same tasks did not differentiate on the basis of their orthographic and phonological demands, but
rather in terms of their more general task demands. Additionally, results reveal that some phonological processing and orthographic
processing tasks measure their respective construct with a greater degree of purity than do others. It is recommended that
these tasks be used in future research. 相似文献
8.
This study was designed to simultaneously investigate the influence of phonological, morphological, and orthographic awareness skills on the ability to spell inflected verbs in structured spelling tasks. Children in grades 1, 2, and 3 (n=103) spelled inflected past and progressive tense verbs and completed awareness tasks. Developmental changes occurred in the ability to include the inflected ending, to spell the ending consistently reflecting the correct morphological unit, and to affix the ending using the correct orthographic pattern. The contributions of phonological, morphological, and orthographic awareness to spelling development varied across the three grades but were similar for each sub-component, suggesting a developmental relationship between the ability to spell inflected verbs and linguistic and orthographic awareness. 相似文献
9.
Catherine McBride-Chang 《Early education and development》1998,9(2):147-160
Ninety-three children were tested on a variety of reading-related skills, including Tangel and Blachman's (1992) invented spelling measure, four times over 1.5 years. Results revealed that this measure of invented spelling was 1) stable, 2) highly associated with traditional phonological awareness tasks, and 3) substantially predictive of standardized spelling and word and nonword decoding tests over time. A measure of orthographic processing, as well as phonological processing, was significantly associated with time 4 invented spelling, suggesting that both orthographic and phonological processes are involved in invented spelling. These results indicate that this measure of invented spelling may be an optimal diagnostic tool for researchers and educators interested in predicting subsequent reading ability/disability in early development. Invented spelling administered in early kindergarten may be an even better predictor of subsequent decoding skills than are traditional phonological awareness tasks, for American school children. 相似文献
10.
《Early education and development》2013,24(2):147-160
Ninety-three children were tested on a variety of reading-related skills, including Tangel and Blachman's (1992) invented spelling measure, four times over 1.5 years. Results revealed that this measure of invented spelling was 1) stable, 2) highly associated with traditional phonological awareness tasks, and 3) substantially predictive of standardized spelling and word and nonword decoding tests over time. A measure of orthographic processing, as well as phonological processing, was significantly associated with time 4 invented spelling, suggesting that both orthographic and phonological processes are involved in invented spelling. These results indicate that this measure of invented spelling may be an optimal diagnostic tool for researchers and educators interested in predicting subsequent reading ability/disability in early development. Invented spelling administered in early kindergarten may be an even better predictor of subsequent decoding skills than are traditional phonological awareness tasks, for American school children. 相似文献
11.
12.
This intervention study tested whether invented spelling plays a causal role in learning to read. Three groups of kindergarten children (mean age = 5 years 7 months) participated in a 4-week intervention. Children in the invented-spelling group spelled words as best they could and received developmentally appropriate feedback. Children in the 2 comparison groups were trained in phonological awareness or drew pictures. Invented-spelling training benefited phonological and orthographic awareness and reading of words used in the intervention. Importantly, the invented-spelling group learned to read more words in a learn-to-read task than the other groups. The finding are in accord with the view that invented spelling coupled with feedback encourages an analytical approach and facilitates the integration of phonological and orthographic knowledge, hence facilitating the acquisition of reading. 相似文献
13.
14.
Pui-sze Yeung Pakey Pui-man Chik Lap-yan Lo Hui Luan David Wai-ock Chan 《Scientific Studies of Reading》2013,17(4):285-313
The contributions of six important reading-related skills (phonological awareness, rapid naming, orthographic skills, morphological awareness, listening comprehension, and syntactic skills) to Chinese word and text reading were examined among 290 Chinese first graders in Hong Kong. Rapid naming, but not phonological awareness, was a significant predictor of Chinese word reading and writing to dictation (i.e., spelling) in the context of orthographic skills and morphological awareness. Commonality analyses suggested that orthographic skills and morphological awareness each contributed significant amount of unique variance to Chinese word reading and spelling. Syntactic skills accounted for significant amount of unique variance in reading comprehension at both sentence and passage levels after controlling for the effects of word reading and the other skills, but listening comprehension did not. A model on the interrelationships among the reading-related skills and Chinese reading at both word and text levels was proposed. 相似文献
15.
Previous cross-language research has focused on L1 phonological processing and its relation to L2 reading. Less extensive
is the research on the effect that L1 orthographic processing skill has on L2 reading and spelling. This study was designed
to investigate how reading and spelling acquisition in English (L2) is influenced by phonological and orthographic processing
skills in Spanish (L1) in 89 Spanish-English bilingual children in grades 2 and 3. Comparable measures in English and Spanish
tapping phonological and orthographic processing were administered to the bilingual children. We found that cross-language
phonological and orthographic transfer occurs from Spanish to English. Specifically, the Spanish phoneme deletion task contributed
a significant amount of unique variance to English word reading and spelling, for both real words and pseudowords. The Spanish
homophone choice task predicted English reading, but not spelling. Taken together, these results suggest that there are shared
phonological and orthographic processes in bilingual reading; however, orthographic patterns may be language specific, thereby
not likely to transfer to spelling performance. 相似文献
16.
The main objective of the present study was to examine the contribution of phonological and orthographic skills to Persian
reading and spelling. The Persian language is of interest because it has very consistent grapheme-to-phoneme correspondences,
but somewhat inconsistent phoneme-to-grapheme correspondences. Reading, spelling, phonological, and orthographic skills were
tested in a sample of 109 monolingual Persian students (mean age = 8;1, SD = 4 mo) attending Grade 2 in Iran. The results
showed that although monolingual Persian children relied both on phonological and orthographic skills, phonological skills
were a strong predictor for both reading and spelling. Another objective of the study was to compare children’s spelling performance
in terms of phoneme-to-grapheme (PG) consistencies. As expected, children spelled PG-consistent words more accurately than
PG-inconsistent words. Moreover, they relied more on orthographic skills for spelling PG-inconsistent words than for spelling
PG-consistent words. The results are discussed in terms of the differential effect of orthographic consistency on reading
and spelling. 相似文献
17.
We tested the theoretically driven hypotheses that children’s orthographic and semantic learning are associated with their word reading and reading comprehension skills, even when orthographic and semantic knowledge are taken into account. A sample of 139 English-speaking Grade 3 children completed a learning task in which they read stories about new inventions. Then they were tested on their learning of the spelling and meaning of the inventions (i.e., orthographic and semantic learning, respectively). Word reading and reading comprehension were assessed with standardised tasks, and orthographic and semantic knowledge were assessed with choice tasks targeting the spelling and meaning of existing words. The results of our structural equation modeling indicated that orthographic learning predicted word reading directly and reading comprehension indirectly via word reading. We also found that semantic learning predicted reading comprehension directly. These findings support integration of the self-teaching hypothesis and the lexical quality hypothesis. 相似文献
18.
Nathlie A. Badian 《Annals of dyslexia》1995,45(1):79-96
A cohort of 92 children was followed through sixth grade to investigate the relationship of preschool skills and first grade
phonological awareness to reading and spelling. In particular, the focus was on the changing roles of letter naming, orthographic
awareness, and phonological processing in prediction, as reading experience increased. Preschool letter naming was a consistently
significant predictor of reading vocabulary, reading comprehension, and spelling at each grade level, but the preschool orthographic
task contributed most to reading comprehension and spelling at the higher grades. Conversely, the contribution of the first
grade phonemic awareness measures to reading skills dropped sharply after third grade, although they continued to contribute
to spelling prediction. When preschool precursors of phonological processing were examined, letter naming was found to be
a predictor of first and third grade phonemic awareness. Findings confirm the importance of letter naming as a predictor and
of the role of phonemic awareness in early reading acquisition, but also highlight the contribution of orthographic processing
skills to later reading. 相似文献
19.
The contribution of linguistic and cognitive variables to reading processes might vary depending on the particularities of the languages studied. This view is thought to be particularly true for Arabic which is a diglossic language and has particular orthographic and morpho-syntactic systems. This cross-sectional study examined the contribution of phonological, orthographic, morphological, semantic, syntactic, visual perception, rapid automatic naming and phonological working memory abilities to decoding and fluency (the two components of reading). The results, obtained from 1305 native Arabic-speaking children in first–sixth grade, were analyzed using path models. The analysis revealed that memory and orthographic knowledge contributed to both components of reading, while phonological awareness contributed mainly to decoding and rapid automatic naming contributed to fluency. The contribution of morphology to the two components, which appeared already in the first grade, was weak and inconsistent. Finally, the results showed that visual perception, semantics, and syntax predicted neither decoding nor fluency. The data presented here suggest that reading development in Arabic differs from other languages, a finding that might explain certain difficulties in reading acquisition in Arabic. The results are discussed in the light of previous findings in the literature and the specific features of Arabic. 相似文献
20.
The purpose of this study was to determine whether poor readers have more pronounced problems than average-reading peers reading
derived words the base forms of which undergo a phonological shift when a suffix is added (i.e., shift relations as in “natural”),
as compared to derived words whose forms are phonologically and orthographically transparent (i.e., stable relations, as in
“cultural”). Two computer-based word recognition tasks (Naming and Lexical Decision) were administered to children with reading
disability (RD), peers with average reading ability, and adults. Across tasks, there was an effect for transparency (i.e.,
better performance on stable than shift words) for both child groups and the adults. For the children, a significant interaction
was found between group and word type. Specifically, on the naming task, there was an advantage for the stable words, and
this was most noteworthy for the children with RD. On the lexical decision task, trade-offs of speed and accuracy were evident
for the child reader groups. Performances on the nonwords showed the poor readers to be comparable to the average readers
in distinguishing legal and illegal nonwords; further analyses suggested that poor readers carried out deeper processing of
derived words than their average reading peers. Additional study is needed to explore the relation of orthographic and phonological
processing on poor readers’ memory for and processing of derived words. 相似文献