Longitudinal predictors of reading and spelling across languages varying in orthographic consistency |
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| Authors: | George K Georgiou Minna Torppa George Manolitsis Heikki Lyytinen Rauno Parrila |
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| Institution: | (1) Department of Educational Psychology, University of Alberta, 6-102 Education North, Edmonton, AB, T6G 2G5, Canada;(2) University of Jyv?skyl?, Jyv?skyl?, Finland;(3) University of Crete, Crete, Greece;(4) University of Alberta, Edmonton, AB, Canada |
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| Abstract: | We examined the longitudinal predictors of nonword decoding, reading fluency, and spelling in three languages that vary in
orthographic depth: Finnish, Greek, and English. Eighty-two English-speaking, 70 Greek, and 88 Finnish children were followed
from the age of 5.5 years old until Grade 2. Prior to any reading instruction, they were administered measures of phonological
awareness, letter knowledge, and rapid naming speed. In Grade 2, they were administered measures of nonword decoding, text-reading
fluency, and spelling. The results showed that the model for nonword decoding in Greek was similar to that of Finnish (both
have consistent grapheme-to-phoneme mappings) while the model for spelling in Greek was similar to that of English (both have
some inconsistent phoneme-to-grapheme mappings). In addition, the models for nonword decoding and spelling in Finnish were
similar, because Finnish is consistent in both directions. Letter knowledge dominated the prediction in each language. The
predictable role of orthographic consistency on literacy acquisition is discussed. |
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