The stability and developmental interplay of word reading and spelling: a cross-linguistic longitudinal study from kindergarten to grade 4

Funding Agencies|This research was supported by grants from the National Institute for Child Health and Human Development (HD27802, HD38526, and HD49027) and grants from the Research Councils in Sweden. We thank our testers and the children and parents involved. [HD27802, HD38526, HD49027]; National Institute for Child Health and Human Development; Research Councils in Sweden
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.

Elwér, ÅsaLinköpings universitet,Pedagogik och didaktik,Utbildningsvetenskap(Swepub:liu)asael36 (författare)
Samuelsson, StefanLinköpings universitet,Pedagogik och didaktik,Utbildningsvetenskap(Swepub:liu)stesa26 (författare)
Treiman, RebeccaWashington Univ, MO USA (författare)
Olson, Richard K.Univ Colorado, CO USA (författare)
Univ Bergen, NorwayPedagogik och didaktik (creator_code:org_t)

Av författaren/redakt...: Furnes, Bjarte; Elwér, Åsa; Samuelsson, Stef ...; Treiman, Rebecca; Olson, Richard K ...

Om ämnet

Kungliga biblioteket hanterar dina personuppgifter i enlighet med EU:s dataskyddsförordning (2018), GDPR. Läs mer om hur det funkar här.
Så här hanterar KB dina uppgifter vid användning av denna tjänst.