Assessment of lexical and non-lexical spelling in students in Grades 1–7

Kohnen, Saskia; Colenbrander, Danielle; Krajenbrink, Trudy; Nickels, Lyndsey

doi:10.1080/19404158.2015.1023209

Cited by 26 publications

(16 citation statements)

References 31 publications

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“…Although past studies often focused solely on analyzing accuracy scores and normative data to test specifically the predictions of dual‐route theory (Castles et al., ; Jones et al., ; Kohnen et al., ), a novel feature of our current work was to test these predictions using measures of actual strategy reports so as to provide a better understanding of the application of the dual‐route model in relation to students' classroom‐based performance. In doing so, we found evidence for the application of dual‐route theory in relation to young students' reading and spelling performance.…”

Section: Discussionmentioning

confidence: 99%

“…In using these word lists, studies have identified how some students can be selectively impaired during the reading acquisition process, resulting in the slow acquisition of a lexical route despite showing strengths in developing a nonlexical pathway (see Castles et al., ; Jones, Castles, & Kohnen, ). Similar normative comparison data across grades 1–7 can also be found for lexical and nonlexical routes in spelling (Kohnen, Colenbrander, Krajenbrink, & Nickels, ).…”

Section: Dual‐route Theorymentioning

confidence: 99%

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Routes to Reading and Spelling: Testing the Predictions of Dual-Route Theory

2016

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Dual-route theory, which emphasizes the importance of lexical and nonlexical routes, makes specific predictions about the kinds of strategies that young students might adopt when attempting to correctly read and spell regular and irregular words. The current study tests these predictions by assessing strategy choice on regular, irregular, and nonword items among a group of 55 English-speaking students ages 8-10 years. Performance measures and verbal self-reports were used to classify strategy choice in reading and spelling. The results confirmed that students were able to draw from a wide repertoire of coexisting strategies to support their reading and spelling activities. Hierarchical regression analyses revealed that pure lexical retrieval could best predict reading and spelling accuracy scores on irregular words, whereas both lexical and nonlexical strategies could, to varying degrees, predict scores on the regular items. Unexpectedly, none of the reported reading or spelling strategies could accurately predict students' scores on the nonword items after controlling for age. The theoretical implications for the application of dual-route theory to early reading and spelling, especially in relation to nonword performance, are discussed and outlined.

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Section: Discussionmentioning

confidence: 99%

Section: Dual‐route Theorymentioning

confidence: 99%

Routes to Reading and Spelling: Testing the Predictions of Dual-Route Theory

2016

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“…Standardized measures of reading, spelling, and oral vocabulary were administered to characterize the sample, and so that associations with the eye movement indices could be examined. Regular, irregular and nonword reading were assessed with the Castles and Coltheart 2 (CC2; Castles et al, 2009), word and nonword spelling with the Diagnostic Spelling Test (DiST; Kohnen, Colenbrander, Krajenbrink, & Nickels, 2015) and oral vocabulary with the Naming subtest from the Assessment of Comprehension and Expression 6-11 (ACE 6-11;Adams, Coke, Crutchley, Hesketh, & Reeves, 2001). Summary data are presented in Table 1 and show that mean performance was within the average range across all measures.…”

Section: Standardized Testsmentioning

confidence: 99%

“…Regular, irregular and nonword reading were assessed with the Castles and Coltheart 2 (CC2;Castles et al, 2009), word and nonword spelling with the Diagnostic Spelling Test (DiST;Kohnen, Colenbrander, Krajenbrink, & Nickels, 2015) and oral vocabulary with the Naming subtest from the Assessment of Comprehension and Expression6-11 (ACE 6-11;Adams, Coke, Crutchley, Hesketh, & Reeves, 2001). Regular, irregular and nonword reading were assessed with the Castles and Coltheart 2 (CC2;Castles et al, 2009), word and nonword spelling with the Diagnostic Spelling Test (DiST;Kohnen, Colenbrander, Krajenbrink, & Nickels, 2015) and oral vocabulary with the Naming subtest from the Assessment of Comprehension and Expression6-11 (ACE 6-11;Adams, Coke, Crutchley, Hesketh, & Reeves, 2001).…”

mentioning

confidence: 99%

Children reading spoken words: interactions between vocabulary and orthographic expectancy

Wegener

Wang

Lissa

et al. 2017

Developmental Science

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There is an established association between children's oral vocabulary and their word reading but its basis is not well understood. Here, we present evidence from eye movements for a novel mechanism underlying this association. Two groups of 18 Grade 4 children received oral vocabulary training on one set of 16 novel words (e.g., 'nesh', 'coib'), but no training on another set. The words were assigned spellings that were either predictable from phonology (e.g., nesh) or unpredictable (e.g., koyb). These were subsequently shown in print, embedded in sentences. Reading times were shorter for orally familiar than unfamiliar items, and for words with predictable than unpredictable spellings but, importantly, there was an interaction between the two: children demonstrated a larger benefit of oral familiarity for predictable than for unpredictable items. These findings indicate that children form initial orthographic expectations about spoken words before first seeing them in print. A video abstract of this article can be viewed at: https://youtu.be/jvpJwpKMM3E.

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“…En ortografías más transparentes, como el español, la mayoría de las palabras pueden ser leídas a través de asignaciones biunívocas entre grafemas y fonemas. Por el contrario, en ortografías más profundas, las reglas de correspondencia grafema-fonema no siempre son fácilmente predecibles y en muchos casos admiten más de una transcripción dependiendo de la palabra (Kohnen, Colenbrander, Krajenbrink y Nickels, 2015). Varios estudios translingüísticos han abordado estas diferencias (Caravolas et al, 2012;Moll et al, 2014) y llegan a la conclusión de que es probable que el impacto de las intervenciones de alfabetización en poblaciones angloparlantes sea diferente en lenguas distintas del inglés.…”

Section: Introductionunclassified

Eficacia de una intervención en alfabetización basada en la evidencia para niños hispanoparlantes con riesgo lector de niveles socioeconómicos vulnerables

Balbi

2020

EJREP

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Introducción. Las investigaciones apoyan la eficacia de las intervenciones en alfabetización basadas en la evidencia para estudiantes angloparlantes con riesgo lector, pero no queda claro si resultados similares se pueden conseguir con alumnos hispanoparlantes. Método. Investigamos el impacto de una intervención en alfabetización basada en la evidencia con una duración de 15 horas, en niños con riesgo lector de 1° y 2° año de escuela de niveles socioeconómicos (NSE) vulnerables en Uruguay, con español como lengua materna. Los estudiantes con riesgo lector fueron asignados aleatoriamente a una intervención (n = 68) suplementaria a la instrucción usual de aula o a un grupo de control (n = 57) y se compararon con otro grupo de desarrollo lector típico (n = 69) en medidas pre-post-test en conciencia fonológica, escritura, fluidez y comprensión Resultados. Aunque todos los participantes mostraron mejoras significativas en relación a su trayectoria pre-post-test, los niños con riesgo lector que participaron de la intervención experimental solamente mostraron mayores niveles de crecimiento que el grupo control en la habilidad para identificar rimas y parcialmente en comprensión lectora. Discusión y conclusiones. Los hallazgos de este estudio reflejan la necesidad de tomar en cuenta los contrastes entre los sistemas de escritura del español y el inglés, así como el perfil cognitivo de niños de NSE vulnerables en Latinoamérica a la hora de aplicar prácticas basadas en la evidencia al diseño de programas de intervención para niños con riesgo lector de niveles socioeconómicos vulnerables en países de habla hispana.

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Assessment of lexical and non-lexical spelling in students in Grades 1–7

Cited by 26 publications

References 31 publications

Routes to Reading and Spelling: Testing the Predictions of Dual-Route Theory

Routes to Reading and Spelling: Testing the Predictions of Dual-Route Theory

Children reading spoken words: interactions between vocabulary and orthographic expectancy

Eficacia de una intervención en alfabetización basada en la evidencia para niños hispanoparlantes con riesgo lector de niveles socioeconómicos vulnerables

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