Cognitive mechanisms underlying reading and spelling development in five European orthographies

Moll, Kristina; Ramus, Franck; Bartling, Juergen; Bruder, Jennifer; Kunze, Sarah; Neuhoff, Nina; Streiftau, Silke; Lyytinen, Heikki; Leppänen, P.H.T.; Lohvansuu, Kaisa; Tóth, Dénes; Honbolygó, Ferenc; Csépe, Valéria; Bogliotti, Caroline; Iannuzzi, Stéphanie; Demonet, Jean-François; Longeras, Emilie; Valdois, Sylviane; George, Florence; Soares-Boucaud, Isabelle; Heuzey, Marie-France Le; Billard, C.; O'Donovan, Michael Conlon; Hill, Gary; Williams, Julie; Brandeis, Daniel; Maurer, Urs; Schulz, Enrico; Mark, Sanne van der; Müller‐Myhsok, Bertram; Schulte‐Körne, Gerd; Landerl, Karin

doi:10.1016/j.learninstruc.2013.09.003

Cited by 326 publications

(299 citation statements)

References 42 publications

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“…The present study differs from previous research exploring single-word spelling (Babayigit & Stainthorp, 2011;Caravolas et al, 2001;Furnes & Samuelsson, 2011;Moll et al, 2014;Nikolopoulos, Goulandris, Hulme, & Snowling, 2006) in three respects, each of which affect interpretation of findings. First, students were spelling in a shallow orthography.…”

Section: Discussioncontrasting

confidence: 76%

“…In a cross-language comparison of students beyond second grade using nationally standardised spelling tests (i.e. without attempt to control regularity across language), Moll et al (2014) found that phonological awareness predicted spelling accuracy in German and Finnish (relatively transparent orthographies), but not in English and French (deep orthographies), but also not in Hungarian, which is relatively transparent. It may also be that the orthography in which a student learns to spell affects the extent to which direct or assembled routes dominate their spelling processes: independently of the regularity of the specific word being spelt students with a shalloworthography language may prefer spelling by assembly.…”

Section: Introductionmentioning

confidence: 99%

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Cognitive predictors of shallow-orthography spelling speed and accuracy in 6th grade children

Rønneberg

Torrance

2017

Read Writ

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Spelling accuracy and time course was investigated in a sample of 100 Norwegian 6th grade students completing a standardized spelling-to-dictation task. Students responded by keyboard with accurate recordings of response-onset latency (RT) and inter-keypress interval (IKI). We determined effects of a number of childlevel cognitive ability factors, and of word-level factors-particularly the location within the word of a spelling challenge (e.g., letter doubling), if present. Spelling accuracy was predicted by word reading (word split) performance, non-word spelling accuracy, keyboard key-finding speed and short-term memory span. Word reading performance predicted accuracy just for words with spelling challenges. For correctly spelled words, RT was predicted by non-word spelling response time and by speed on a key-finding task, and mean IKI by non-verbal cognitive ability, word reading, non-word spelling response time, and key-finding speed. Compared to words with no challenge, mean IKI was shorter for words with an initial challenge and longer for words with a mid-word challenge. These findings suggest that spelling is not fully planned when typing commences, a hypothesis that is confirmed by the fact that IKI immediately before within word challenges were reliably longer than elsewhere within the same word. Taken together our findings imply that routine classroom spelling tests better capture student competence if they focus not only on accuracy but also on production time course.& Vibeke Rønneberg

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Section: Discussioncontrasting

confidence: 76%

Section: Introductionmentioning

confidence: 99%

Cognitive predictors of shallow-orthography spelling speed and accuracy in 6th grade children

Rønneberg

Torrance

2017

Read Writ

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“…Dyslexia in opaque languages manifests itself in reading accuracy measures whereas in transparent languages is often only revealed by reading speed measures. This means that it is much easier to predict and assess dyslexia in opaque than in transparent languages (Moll et al, 2014). Relatedly, dyslexia appears to occur much less in orthographies with a coarse-grained granularity (e.g.…”

Section: Phonological Awarenessmentioning

confidence: 99%

Distinguishing cause from effect – many deficits associated with developmental dyslexia may be a consequence of reduced and suboptimal reading experience

Huettig

Lachmann

Reis

et al. 2017

Language, Cognition and Neuroscience

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(2018) Distinguishing cause from effect -many deficits associated with developmental dyslexia may be a consequence of reduced and suboptimal reading experience, Language, Cognition and Neuroscience, 33:3, 333-350, DOI: 10.1080/23273798.2017 The cause of developmental dyslexia is still unknown despite decades of intense research. Many causal explanations have been proposed, based on the range of impairments displayed by affected individuals. Here we draw attention to the fact that many of these impairments are also shown by illiterate individuals who have not received any or very little reading instruction. We suggest that this fact may not be coincidental and that the performance differences of both illiterates and individuals with dyslexia compared to literate controls are, to a substantial extent, secondary consequences of either reduced or suboptimal reading experience or a combination of both. The search for the primary causes of reading impairments will make progress if the consequences of quantitative and qualitative differences in reading experience are better taken into account and not mistaken for the causes of reading disorders. We close by providing four recommendations for future research.ARTICLE HISTORY

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“…In a recent study that indicates contrasts in the varying degrees of orthographic consistency in five European languages (English, French, German, Hungarian, and Finnish), phonological awareness was observed to be the factor that best explains the variance in writing in all of the orthographies (Moll et al, 2014).…”

mentioning

confidence: 96%

“…, Brazilian Portuguese (Godoy & Pinheiro, 2013), Greek (Rothou, Padeliadu, & Sideridis, 2013), and Germanic orthographies (Wimmer et al, 1991), whereas in more opaque orthographies, such as English, the influence lingers for a longer period (Moll et al, 2014).…”

mentioning

confidence: 99%

Evidences of Factorial Structure and Precision of Phonemic Awareness Tasks (TCFe)

Godoy

Cogo‐Moreira

2015

Paidéia (Ribeirão Preto)

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Abstract:To assess phonological awareness -a decisive skill for learning to read and write -it is necessary to provide evidence about an instrument construct to present trustworthy parameters for both empirical research and the development of educational intervention and rehabilitation programs. In Brazil, at this moment, there are no studies regarding the internal structure for tests of phonological awareness. This article shows the factorial validity of a test of phonological awareness composed by three subtests: two tasks of subtraction of initial phoneme and one of phonemic segmentation. The multidimensional confirmatory factorial analysis was applied to a sample of 176 Brazilian students (M age = 9.3 years) from the first to fifth grade of elementary school. Results indicated a well-adjusted model, with items of intermediate difficulty and high factor loadings; thus, this corroborated the internal structure and well-designed theoretical conception. Keywords: phonological awareness, test validity, literacy Evidências da Estrutura Fatorial e Precisão de Tarefas de Consciência Fonêmica (TCFe)Resumo: Para avaliar a consciência fonológica, habilidade determinante para a aprendizagem da leitura e da escrita, é necessário prover evidências acerca do construto que um dado instrumento se propõe a mensurar de modo a fornecer parâmetros confiáveis tanto para a pesquisa empírica como para o desenvolvimento de programas de intervenção educacional e de reabilitação. No Brasil, até o momento, não há estudos de evidências de validade com base na estrutura interna para testes de consciência fonológica. Este artigo apresenta os resultados para a validade de um teste de consciência fonológica constituído por três sub-testes: duas tarefas de subtração do fonema inicial e uma de segmentação fonêmica. A análise fatorial confirmatória multidimensional foi aplicada a uma amostra de 176 estudantes brasileiros (M idade = 9,3 anos) de 1º ao 5º ano do ensino fundamental. Resultados indicaram modelo bem ajustado, com itens de dificuldade mediana e cargas fatoriais altas; corroborando a estrutura interna e concepção teórica adequadas. Palavras-chave: consciência fonológica, validade do teste, alfabetização Evidencias de la Estructura Factorial y Precisión de las Pruebas de ConcienciaFonémica (TCFe)Resumen: Para evaluar la conciencia fonológica, habilidad determinante para el aprendizaje de la lectura y escritura, es necesario proporcionar evidencias a cerca del constructo que un dicho instrumento se propone a medir a fin de tener parámetros fiables para la investigación empírica y para el desarrollo de programas de intervención educativa y de rehabilitación. En Brasil, hasta el momento, no hay estudios de evidencia de la validez basada en la estructura interna para pruebas de conciencia fonológica. Este artículo presenta los resultados para la validez de una prueba de conciencia fonológica constituida por tres sub-pruebas: dos de subtración del fonema inicial y una de segmentación fonémica. El análisis factorial confirmatorio multidimen...

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Cognitive mechanisms underlying reading and spelling development in five European orthographies

Cited by 326 publications

References 42 publications

Cognitive predictors of shallow-orthography spelling speed and accuracy in 6th grade children

Cognitive predictors of shallow-orthography spelling speed and accuracy in 6th grade children

Distinguishing cause from effect – many deficits associated with developmental dyslexia may be a consequence of reduced and suboptimal reading experience

Evidences of Factorial Structure and Precision of Phonemic Awareness Tasks (TCFe)

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