Exploring the Space between Good and Poor Spelling: Orthographic Quality and Reading Speed

Autor/inn/en	Rossi, Maya; Martin-Chang, Sandra; Ouellette, Gene
Titel	Exploring the Space between Good and Poor Spelling: Orthographic Quality and Reading Speed
Quelle	In: Scientific Studies of Reading, 23 (2019) 2, S.192-201 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2018.1508213
Schlagwörter	Spelling; Accuracy; Reading Rate; Adolescents; Language Processing; Orthographic Symbols; High School Students; Achievement Tests; Woodcock Johnson Tests of Achievement; Wide Range Achievement Test + Suchen Sie Ihr Suchwort? Schreibweise; Reading readiness; Reading speed; Lesegeschwindigkeit; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Sprachverarbeitung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	Variations in the accuracy and stability of a word's spelling can be used to gauge the quality of its underlying orthographic representation. The Lexical Quality Hypothesis (LQH) contends that words with higher quality cognitive representations should be accessed more efficiently than those with lower quality representations. If this is the case, deviations in spelling accuracy and stability should be reflected in differences in reading times. Here, 90 teenage participants read 30 words; reading times were recorded. After a 2-week delay, the students spelled these same words 3 times each to gain a measure of orthographic quality. In line with the LQH, faster reading speeds were observed for words with higher spelling accuracy and stability, even for words that were not always spelled perfectly. To our knowledge, our findings provide the first empirical support for the notion that orthographic quality exists along a continuum, both within and across individuals. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01