A Longitudinal Investigation of the Double Dissociation between Reading and Spelling Deficits: The Role of Linguistic and Executive Function Skills

Autor/inn/en	Papadopoulos, Timothy C.; Spanoudis, George C.; Chatzoudi, Dialechti
Titel	A Longitudinal Investigation of the Double Dissociation between Reading and Spelling Deficits: The Role of Linguistic and Executive Function Skills
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 33 (2020) 4, S.1075-1104 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Papadopoulos, Timothy C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-020-10029-1
Schlagwörter	Spelling; Language Role; Gender Differences; Socioeconomic Status; Age Differences; Language Processing; Longitudinal Studies; Phonological Awareness; Short Term Memory; Reading Fluency; Nonverbal Ability; Language Impairments; Grade 1; Kindergarten; Comparative Analysis; Executive Function; Reading Difficulties + Suchen Sie Ihr Suchwort? Schreibweise; Geschlechterkonflikt; Socio-economic status; Sozioökonomischer Status; Age; Difference; Age difference; Altersunterschied; Sprachverarbeitung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Kurzzeitgedächtnis; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; School year 01; 1. Schuljahr; Schuljahr 01; Reading difficulty; Leseschwierigkeit
Abstract	The purpose of this longitudinal study was to examine whether young learners of varying reading and spelling performance, identified in Grade 2, can be distinguished retrospectively from kindergarten, based on their growth profiles in cognitive (planning, attention, working memory--WM) and linguistic (phonological--PA and naming speed--RAN) skills. Four groups were formed on the basis of word fluency and spelling criterion measures: (a) poor readers/poor spellers (PR/PS, n = 9), (b) poor readers/good spellers (PR/GS, n = 12), (c) good readers/poor spellers (GR/PS, n = 13) and (d) good readers/good spellers (GR/GS, n = 45) groups. Multilevel modeling (MLM) was used to test the rate and shape of change of the four groups. The effects of verbal and nonverbal ability, age, gender, and SES were controlled among the groups. Results showed that the PR/PS group showed the most pronounced deficits, associated with impairments in both linguistic (PA and RAN) and cognitive (WM) measures. PR/GS was found to be impaired in PA, RAN in kindergarten, and the GR/PS group experienced deficits only in orthographic processing in Grade 1. Also, the average rate of change for PR/PS and PR/GS groups in word reading fluency was negative when the respective growth of GR/PS and GR/GS was positive. The present findings have important implications for determining the role of linguistic and cognitive skills in the dissociation of reading and spelling deficits in consistent orthographies. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01