Longitudinal predictors of reading and spelling across languages varying in orthographic consistency

Longitudinal predictors of reading and spelling across languages varying in orthographic consistency We examined the longitudinal predictors of nonword decoding, reading fluency, and spelling in three languages that vary in orthographic depth: Finnish, Greek, and English. Eighty-two English-speaking, 70 Greek, and 88 Finnish children were followed from the age of 5.5 years old until Grade 2. Prior to any reading instruction, they were administered measures of phonological awareness, letter knowledge, and rapid naming speed. In Grade 2, they were administered measures of nonword decoding, text-reading fluency, and spelling. The results showed that the model for nonword decoding in Greek was similar to that of Finnish (both have consistent grapheme-to-phoneme mappings) while the model for spelling in Greek was similar to that of English (both have some inconsistent phoneme-to-grapheme mappings). In addition, the models for nonword decoding and spelling in Finnish were similar, because Finnish is consistent in both directions. Letter knowledge dominated the prediction in each language. The predictable role of orthographic consistency on literacy acquisition is discussed. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reading and Writing Springer Journals

Longitudinal predictors of reading and spelling across languages varying in orthographic consistency

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Publisher
Springer Netherlands
Copyright
Copyright © 2010 by Springer Science+Business Media B.V.
Subject
Linguistics; Language and Literature; Psycholinguistics; Education, general; Neurology; Literacy
ISSN
0922-4777
eISSN
1573-0905
D.O.I.
10.1007/s11145-010-9271-x
Publisher site
See Article on Publisher Site

Abstract

We examined the longitudinal predictors of nonword decoding, reading fluency, and spelling in three languages that vary in orthographic depth: Finnish, Greek, and English. Eighty-two English-speaking, 70 Greek, and 88 Finnish children were followed from the age of 5.5 years old until Grade 2. Prior to any reading instruction, they were administered measures of phonological awareness, letter knowledge, and rapid naming speed. In Grade 2, they were administered measures of nonword decoding, text-reading fluency, and spelling. The results showed that the model for nonword decoding in Greek was similar to that of Finnish (both have consistent grapheme-to-phoneme mappings) while the model for spelling in Greek was similar to that of English (both have some inconsistent phoneme-to-grapheme mappings). In addition, the models for nonword decoding and spelling in Finnish were similar, because Finnish is consistent in both directions. Letter knowledge dominated the prediction in each language. The predictable role of orthographic consistency on literacy acquisition is discussed.

Journal

Reading and WritingSpringer Journals

Published: Oct 9, 2010

References

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