The Precursors of Double Dissociation between Reading and Spelling in a Transparent Orthography

Autor/inn/en	Torppa, Minna; Georgiou, George K.; Niemi, Pekka; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija
Titel	The Precursors of Double Dissociation between Reading and Spelling in a Transparent Orthography
Quelle	In: Annals of Dyslexia, 67 (2017) 1, S.42-62 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0736-9387
DOI	10.1007/s11881-016-0131-5
Schlagwörter	Spelling; Reading Instruction; Phoneme Grapheme Correspondence; Reading Difficulties; Reading Fluency; Grade 1; Grade 2; Grade 3; Grade 4; Phonological Awareness; Kindergarten; Naming; Thinking Skills; Reading Habits; Family Environment; Emergent Literacy; Finno Ugric Languages; Foreign Countries; Finland + Suchen Sie Ihr Suchwort? Schreibweise; Leseunterricht; Reading difficulty; Leseschwierigkeit; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Denkfähigkeit; Reading habit; Lesegewohnheit; Familienmilieu; Frühleseunterricht; Ausland; Finnland
Abstract	Research and clinical practitioners have mixed views whether reading and spelling difficulties should be combined or seen as separate. This study examined the following: (a) if double dissociation between reading and spelling can be identified in a transparent orthography (Finnish) and (b) the cognitive and noncognitive precursors of this phenomenon. Finnish-speaking children (n = 1963) were assessed on reading fluency and spelling in grades 1, 2, 3, and 4. Dissociation groups in reading and spelling were formed based on stable difficulties in grades 1-4. The groups were compared in kindergarten phonological awareness, rapid automatized naming, letter knowledge, home literacy environment, and task-avoidant behavior. The results indicated that the double dissociation groups could be identified even in the context of a highly transparent orthography: 41 children were unexpected poor spellers (SD), 36 were unexpected poor readers (RD), and 59 were poor in both reading and spelling (RSD). The RSD group performed poorest on all cognitive skills and showed the most task-avoidant behavior, the RD group performed poorly particularly on rapid automatized naming and letter knowledge, and the SD group had difficulties on phonological awareness and letter knowledge. Fathers' shared book reading was less frequent in the RD and RSD groups than in the other groups. The findings suggest that there are discernible double dissociation groups with distinct cognitive profiles. This further suggests that the identification of difficulties in Finnish and the planning of teaching and remediation practices should include both reading and spelling assessments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01