Spelling and Word Recognition in Grades 1 and 2: Relations to Phonological Awareness and Naming Speed in Dutch Children

Autor/inn/en	Verhagen, Wim G. M.; Aarnoutse, Cor A. J.; van Leeuwe, Jan F. J
Titel	Spelling and Word Recognition in Grades 1 and 2: Relations to Phonological Awareness and Naming Speed in Dutch Children
Quelle	In: Applied Psycholinguistics, 31 (2010) 1, S.59-80 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-7164
DOI	10.1017/S0142716409990166
Schlagwörter	Spelling; Structural Equation Models; Phonological Awareness; Word Recognition; Grade 2; Grade 1; Indo European Languages; Reading Difficulties; Longitudinal Studies; Prediction; Foreign Countries; Comparative Analysis; Measures (Individuals); Language Tests; Elementary School Students; Netherlands + Suchen Sie Ihr Suchwort? Schreibweise; Worterkennung; School year 02; 2. Schuljahr; Schuljahr 02; School year 01; 1. Schuljahr; Schuljahr 01; Indoeuropäisch; Reading difficulty; Leseschwierigkeit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Vorhersage; Ausland; Messdaten; Language test; Sprachtest; Niederlande
Abstract	The influences of early phonological awareness and naming speed on Dutch children's later word spelling were investigated in a longitudinal study. Phonological awareness and naming speed predicted spelling in early Grade 1, later Grade 1, and later Grade 2. Phonological awareness, however, predominated over naming speed for the prediction of early Grade 1 spelling. Comparison of the present results with those from an earlier study of children's word recognition using the same dataset and also structural equation modeling showed word recognition speed at the ends of Grades 1 and 2 in the earlier study to be uniquely predicted by early naming speed. Nonetheless, naming speed may measure almost the same in word recognition and word spelling accuracy. (Contains 2 tables and 5 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10