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The stability and d...
The stability and developmental interplay of word reading and spelling: a cross-linguistic longitudinal study from kindergarten to grade 4
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- Furnes, Bjarte (author)
- Univ Bergen, Norway
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- Elwér, Åsa (author)
- Linköpings universitet,Pedagogik och didaktik,Utbildningsvetenskap
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- Samuelsson, Stefan (author)
- Linköpings universitet,Pedagogik och didaktik,Utbildningsvetenskap
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- Treiman, Rebecca (author)
- Washington Univ, MO USA
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- Olson, Richard K. (author)
- Univ Colorado, CO USA
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(creator_code:org_t)
- 2023
- 2023
- English.
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In: Reading and writing. - : SPRINGER. - 0922-4777 .- 1573-0905.
- Related links:
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https://liu.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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Abstract
Subject headings
Close
- We investigated the stability and developmental interplay of word reading and spelling in samples of Swedish (N = 191) and U.S. children (N = 489) followed across four time points: end of kindergarten, grades 1, 2, and 4. Cross-lagged path models revealed that reading and spelling showed moderate to strong autoregressive effects, with reading being more predictable over time than spelling. Regarding the developmental interplay, we found a bidirectional relationship between reading and spelling from kindergarten to Grade 1. However, starting in Grade 1, reading predicted subsequent spelling beyond the autoregressor but not the other way around. In all analyses, the findings were similar across the two orthographies. The theoretical and practical implications of these findings are discussed.
Subject headings
- HUMANIORA -- Språk och litteratur -- Studier av enskilda språk (hsv//swe)
- HUMANITIES -- Languages and Literature -- Specific Languages (hsv//eng)
Keyword
- Word reading; Spelling; Stability; Developmental interplay; Cross-linguistic
Publication and Content Type
- ref (subject category)
- art (subject category)
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