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Tracing the longitu...
Tracing the longitudinal role of orthographic knowledge in spelling development from primary to upper‐secondary school
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- Åsberg Johnels, Jakob, 1978 (författare)
- Gothenburg University,Göteborgs universitet,Institutionen för neurovetenskap och fysiologi, sektionen för hälsa och rehabilitering,Institute of Neuroscience and Physiology, Department of Health and Rehabilitation
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- Waldmann, Christian, Professor, 1976- (författare)
- Linnéuniversitetet,Institutionen för svenska språket (SV),EdLing;LiLa,Department of Swedish, Linnaeus University, Växjö, Sweden
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- Levlin, Maria, 1971- (författare)
- Umeå universitet,Institutionen för språkstudier,Umeå University, Sweden
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(creator_code:org_t)
- John Wiley & Sons, 2024
- 2024
- Engelska.
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Ingår i: Journal of research in reading (Print). - : John Wiley & Sons. - 0141-0423 .- 1467-9817. ; 47:2, s. 117-131
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https://doi.org/10.1...
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https://lnu.diva-por... (primary) (Raw object)
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https://umu.diva-por... (primary) (Raw object)
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https://urn.kb.se/re...
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https://doi.org/10.1...
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https://urn.kb.se/re...
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Abstract
Ämnesord
Stäng
- Background: Phonological processing skills have been found to contribute to spelling development across different orthographies; however, less is known about the role of orthographic knowledge. This longitudinal study explores the contribution of phonological and orthographic knowledge to spelling development in a semi-transparent orthography (Swedish) across a period of 10 years.Methods: A group of Swedish speaking children were assessed on phonological recoding (phonological choice-task), orthographic knowledge (choice-task) and spelling (dictation task) in primary school (grade 2, age 8, total N = 99), secondary school (grade 8, age 14, N = 99) and again in upper secondary school (year 2, age 17, N = 79). Furthermore, spelling in a natural writing assignment was collected in upper secondary school. Spelling scores from grade 8 (dictation) and year 2 in upper secondary school (dictation and text) were included as dependent variables in three sets of hierarchical regression analyses. In the first step spelling performance in grade 2 was included to control for the autoregressive effect. In the second step, orthographic knowledge and phonological recoding from grade 2 were entered into the model in order to test for the longitudinal prediction.Results: Test scores within and across ages were significantly correlated in bivariate analysis. Regression analysis revealed that orthographic knowledge in grade 2 was a unique longitudinal predictor of spelling performance across time-points (secondary and upper secondary school) and assessment formats (dictation and text), beyond the contribution of the control variables.Conclusions: This study confirms the role of early orthographic knowledge in Swedish spelling development throughout the school years assessed in standardized dictation tasks as well as in naturalistic writing assignments.
Ämnesord
- HUMANIORA -- Språk och litteratur -- Jämförande språkvetenskap och allmän lingvistik (hsv//swe)
- HUMANITIES -- Languages and Literature -- General Language Studies and Linguistics (hsv//eng)
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Lärande (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Learning (hsv//eng)
- SAMHÄLLSVETENSKAP -- Psykologi -- Psykologi (hsv//swe)
- SOCIAL SCIENCES -- Psychology -- Psychology (hsv//eng)
- SAMHÄLLSVETENSKAP -- Psykologi (hsv//swe)
- SOCIAL SCIENCES -- Psychology (hsv//eng)
Nyckelord
- spelling development
- orthographic knowledge
- phonological recoding
- longitudinal study
- Lingvistik
- Linguistics
- Swedish
- Svenska språket / Nordiska språk
- spelling development
- orthographic knowledge
- phonological recoding
- longitudinal study
Publikations- och innehållstyp
- ref (ämneskategori)
- art (ämneskategori)
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