Relationships of French and English Morphophonemic Orthographies to Word Reading, Spelling, and Reading Comprehension during Early and Middle Childhood

Autor/inn/en	Abbott, Robert D.; Fayol, Michel; Zorman, Michel; Casalis, Séverine; Nagy, William; Berninger, Virginia W.
Titel	Relationships of French and English Morphophonemic Orthographies to Word Reading, Spelling, and Reading Comprehension during Early and Middle Childhood
Quelle	In: Canadian Journal of School Psychology, 31 (2016) 4, S.305-321 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0829-5735
DOI	10.1177/0829573516640336
Schlagwörter	French; Reading Comprehension; Teaching Methods; Morphology (Languages); Spelling; Longitudinal Studies; Phonemes; Statistical Significance; Elementary School Students; Contrastive Linguistics; Foreign Countries; Measures (Individuals); Structural Equation Models; Correlation; Grade 2; Grade 5; France; United States + Suchen Sie Ihr Suchwort? Französisch; Leseverstehen; Teaching method; Lehrmethode; Unterrichtsmethode; Morphology; Morphologie; Schreibweise; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Fonem; Linguistics; Kontrastive Linguistik; Ausland; Messdaten; Korrelation; School year 02; 2. Schuljahr; Schuljahr 02; School year 05; 5. Schuljahr; Schuljahr 05; Frankreich; USA
Abstract	Two longitudinal studies of word reading, spelling, and reading comprehension identified commonalities and differences in morphophonemic orthographies--French (Study 1, n = 1,313) or English (Study 2, n = 114) in early childhood (Grade 2)and middle childhood (Grade 5). For French and English, statistically significant concurrent relationships among these literacy skills occurred in Grades 2 and 5, and longitudinal relationships for each skill with itself from Grades 2 to 5; but concurrent relationships were more sizable and longitudinal relationships more variable for English than French especially for word reading to reading comprehension. Results show that, for both morphophonemic orthographies, assessment and instructional practices should be tailored to early or middle childhood, and early childhood reading comprehension may not be related to middle childhood spelling. Also discussed are findings applying only to English, for which word origin is primarily Anglo-Saxon in early childhood, but increasingly French in middle childhood. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01