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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 (author)
- 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- (author)
- Linnéuniversitetet,Institutionen för svenska språket (SV),EdLing;LiLa,Department of Swedish, Linnaeus University, Växjö, Sweden
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- Levlin, Maria, 1971- (author)
- Umeå universitet,Institutionen för språkstudier,Umeå University, Sweden
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(creator_code:org_t)
- John Wiley & Sons, 2024
- 2024
- English.
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In: Journal of research in reading (Print). - : John Wiley & Sons. - 0141-0423 .- 1467-9817. ; 47:2, s. 117-131
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Abstract
Subject headings
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- 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.
Subject headings
- 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)
Keyword
- spelling development
- orthographic knowledge
- phonological recoding
- longitudinal study
- Lingvistik
- Linguistics
- Swedish
- Svenska språket / Nordiska språk
- spelling development
- orthographic knowledge
- phonological recoding
- longitudinal study
Publication and Content Type
- ref (subject category)
- art (subject category)
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