Reading and Spelling Development across Languages Varying in Orthographic Consistency: Do Their Paths Cross?

Autor/inn/en	Georgiou, George K.; Torppa, Minna; Landerl, Karin; Desrochers, Alain; Manolitsis, George; de Jong, Peter F.; Parrila, Rauno
Titel	Reading and Spelling Development across Languages Varying in Orthographic Consistency: Do Their Paths Cross?
Quelle	In: Child Development, 91 (2020) 2, (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Torppa, Minna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13218
Schlagwörter	Correlation; Spelling; Reading Skills; English; French; Indo European Languages; German; Greek; Contrastive Linguistics; Grade 1; Grade 2; Elementary School Students; Reading Fluency; Decoding (Reading); Verbal Communication; Prediction; Written Language + Suchen Sie Ihr Suchwort? Korrelation; Schreibweise; Reading skill; Lesefertigkeit; English language; Englisch; Französisch; Indoeuropäisch; Deutscher; Grieche; Griechisch; Linguistics; Kontrastive Linguistik; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Dekodierung; Vorhersage; Geschriebene Sprache
Abstract	We examined the cross-lagged relations between reading and spelling in five alphabetic orthographies varying in consistency (English, French, Dutch, German, and Greek). Nine hundred and forty-one children were followed from Grade 1 to Grade 2 and were tested on word and pseudoword reading fluency and on spelling to dictation. Results indicated that the relations across languages were unidirectional: Earlier reading predicted subsequent spelling. However, we also found significant differences between languages in the strength of the effects of earlier reading on subsequent spelling. These findings suggest that, once children master decoding, the observed differences between languages are not related to the direction of the effects but to the strength of the effects from reading to spelling. Theoretical and practical implications are discussed. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01