Are Poor Readers Also Poor Spellers: An Investigation Into the Malay and English Languages Among Young Multilingual Malaysians

Abstract

Children with reading difficulties typically experience difficulties in both reading and spelling. Little is known about the use of spelling for identifying reading difficulties across languages that possess different orthographic depths, among multilingual readers. In the current study, we investigated whether multilingual Primary 1 poor readers were also poor spellers in two different orthographies, namely Malay and English. The sample comprised 866 Primary 1 Malaysian public school students from diverse backgrounds. A cut-off point of 25th percentile and below was used to operationalise students with deficits in word reading accuracy and spelling across both languages. A majority of the students who were poor readers in Malay and English, correspondingly, were also poor spellers in both languages. Spelling and word reading accuracy were highly correlated and considered as good indicators for identifying struggling young multilingual readers. These results indicate the importance of assessing spelling in both Malay and English for identifying reading difficulties, especially among young multilingual Malaysian learners. Implications for practice and future directions are addressed.