Reciprocal effects between reading comprehension and spelling.

Autor/inn/en	Retelsdorf, Jan; Köller, Olaf
Titel	Reciprocal effects between reading comprehension and spelling. Gefälligkeitsübersetzung: Wechselwirkungseffekte zwischen Leseverständnis und Rechtschreibung.
Quelle	In: Learning and individual differences, (2014) 30, S. 77-83Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2013.11.007
Schlagwörter	Sozioökonomischer Status; Familie; Middle School; Schüler; Sprache; Buchstabieren; Lesefertigkeit; Leseverstehen; Orthographie; USA
Abstract	Assessed the reciprocal relationship between reading comprehension and spelling in a language with shallow orthography. Specifically, it was hypothesized that reciprocal effects are found between reading comprehension and spelling, with the effect from reading comprehension to spelling larger than for the opposite. Longitudinal studies of 2 samples (total of 2,221 students) collected data through age-appropriate testing on reading comprehension and spelling at the beginning of grade 5 and at the beginning of grade 7. General cognitive abilities (Culture Fair Intelligence Test, CFT 20) socioeconomic status, immigration background, gender, and school track were also assessed as covariates. Results indicated support for both hypotheses. Reciprocal effects were significant, and significant mean differences were found in both reading comprehension and spelling over time in both samples. In conclusion, reading comprehension had a greater effect on spelling than spelling on reading comprehension, and their close reciprocal relationship underscores the importance of reading comprehension for spelling as well as spelling proficiency for increased reading comprehension. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3