Developing a Comprehensive Model of Risk and Protective Factors That Can Predict Spelling at Age Seven: Findings from a Community Sample of Victorian Children

Autor/inn/en	Serry, Tanya Anne; Castles, Anne; Mensah, Fiona K.; Bavin, Edith L.; Eadie, Patricia; Pezic, Angela; Prior, Margot; Bretherton, Lesley; Reilly, Sheena
Titel	Developing a Comprehensive Model of Risk and Protective Factors That Can Predict Spelling at Age Seven: Findings from a Community Sample of Victorian Children
Quelle	In: Australian Journal of Learning Difficulties, 20 (2015) 1, S.83-102 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-4158
DOI	10.1080/19404158.2015.1049189
Schlagwörter	Foreign Countries; Predictor Variables; Spelling; Young Children; Individual Characteristics; Environmental Influences; Tests; Correlation; Reading Skills; Expressive Language; Receptive Language; Risk; Mothers; Parent Influence; Longitudinal Studies; Questionnaires; Age Differences; Phonological Awareness; Memory; Verbal Ability; Intelligence Tests; Vocabulary; Regression (Statistics); Australia; Kaufman Brief Intelligence Test; Peabody Picture Vocabulary Test; Wide Range Achievement Test + Suchen Sie Ihr Suchwort? Ausland; Prädiktor; Schreibweise; Frühe Kindheit; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Environmental influence; Umwelteinfluss; Examination; Prüfung; Examen; Korrelation; Reading skill; Lesefertigkeit; Rezeptive Kommunikationsfähigkeit; Risiko; Mother; Mutter; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Fragebogen; Age; Difference; Age difference; Altersunterschied; Gedächtnis; Mündliche Leistung; Intelligence test; Intelligenztest; Wortschatz; Regression; Regressionsanalyse; Australien
Abstract	The paper reports on a study designed to develop a risk model that can best predict single-word spelling in seven-year-old children when they were aged 4 and 5. Test measures, personal characteristics and environmental influences were all considered as variables from a community sample of 971 children. Strong concurrent correlations were found between single-word spelling and single-word reading while expressive language and, to a lesser extent, receptive language were less strongly correlated. Predictors of single-word spelling at ages 4 and 5 were dominated by child-related factors such as letter knowledge, a history of speech impairment and expressive language along with maternal word reading ability. Based on the strength of the predictive factors identified at both age 4 and 5, our results provide initial support for using a targeted model for screening pre-schoolers at risk of not mastering spelling in a timely manner. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01