6533b7d8fe1ef96bd126af27

RESEARCH PRODUCT

Reading and Spelling Development Across Languages Varying in Orthographic Consistency: Do Their Paths Cross?

George ManolitsisKarin LanderlAlain DesrochersPeter F. De JongMinna TorppaGeorge K. GeorgiouRauno Parrila

subject

Cross-Cultural ComparisonMalelanguageskieli ja kieletWritingmedia_common.quotation_subjectliteracyLanguage Development050105 experimental psychologyEducationGermanFluencyChild Developmentkielellinen kehitysReading (process)Developmental and Educational PsychologyHumans0501 psychology and cognitive sciencesLongitudinal StudiesProspective StudiesChildmedia_commonorthographyDictation4. Education05 social sciencesIndo-European languagesability to writeVerbal Learningoikeinkirjoituslanguage.human_languageSpellingLinguisticsEuropePseudowordReadinglukutaitoPediatrics Perinatology and Child HealthkirjoitustaitolanguageFemaleWritten languagePsychologylanguage development050104 developmental & child psychology

description

We examined the cross‐lagged relations between reading and spelling in five alphabetic orthographies varying in consistency (English, French, Dutch, German, and Greek). Nine hundred and forty‐one children were followed from Grade 1 to Grade 2 and were tested on word and pseudoword reading fluency and on spelling to dictation. Results indicated that the relations across languages were unidirectional: Earlier reading predicted subsequent spelling. However, we also found significant differences between languages in the strength of the effects of earlier reading on subsequent spelling. These findings suggest that, once children master decoding, the observed differences between languages are not related to the direction of the effects but to the strength of the effects from reading to spelling. Theoretical and practical implications are discussed. peerReviewed

yearjournalcountryeditionlanguage
2020-01-01Child Development
https://doi.org/10.1111/cdev.13218