The precursors of double dissociation between reading and spelling in a transparent orthography

Torppa, Minna; Georgiou, George K.; Niemi, Pekka; Lerkkanen, Marja‐Kristiina; Poikkeus, Anna‐Maija

doi:10.1007/s11881-016-0131-5

Cited by 29 publications

(24 citation statements)

References 79 publications

(108 reference statements)

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“…Less-skilled spellers experience the so-called phonological core deficit, in which their mental phonological representation of words is either underspecified or relatively less accessible. This deficit makes it harder to learn the links between phonemes and letters and to use these links to spell, especially unfamiliar words (Torppa et al 2016;Vellutino et al 2008).…”

Section: Introductionmentioning

confidence: 99%

The role of part-time special education supporting students with reading and spelling difficulties from grade 1 to grade 2 in Finland

Holopainen

Kiuru

Mäkihonko

et al. 2017

European Journal of Special Needs Education

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Previous studies show that many students with reading and spelling problems have a lack of progress in reading and spelling skills after years of special education services. The aim of the study is to evaluate the reading and spelling skills of Finnish children in grades 1 and 2 receiving part-time special education from special education teachers for reading and spelling difficulties (RSD) and for RSD with other learning difficulties. In this study the focus is in the roles of the form and the amount of part-time special education in reading and spelling skills development. Of 152 children involved in the study, 98 received part-time special education for RSD, and 54 did not have RSD and did not receive special education. The results showed that the reading and spelling skills of students with RSD lagged behind age level and that students with overlapping difficulties exhibited even slower development. Small group education and a moderate amount of part-time special education (approximately 38 hours per year) predicted faster skill development, whereas individual and a large amount of special education (more than 48 hours per year) were related to slower skill development and broader difficulties.

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Section: Introductionmentioning

confidence: 99%

The role of part-time special education supporting students with reading and spelling difficulties from grade 1 to grade 2 in Finland

Holopainen

Kiuru

Mäkihonko

et al. 2017

European Journal of Special Needs Education

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“…The current study focusses on the literacy components of reading fluency and spelling, as prevalence studies report dissociations (Fayol, Zorman, & Lété, 2009;Moll & Landerl, 2009;Wimmer & Mayringer, 2002), resulting in subgroups with isolated reading deficits (RD), isolated spelling deficits (SD), and combined reading and spelling deficits (RSD) Moll, Kunze, Neuhoff, Bruder, & Schulte-Körne, 2014;Moll & Landerl, 2009;Torppa, Georgiou, Niemi, Lerkkanen, & Poikkeus, 2017;Wimmer & Mayringer, 2002). These subgroups are associated with different cognitive profiles.…”

mentioning

confidence: 99%

Stability of Deficits in Reading Fluency and/or Spelling

Moll

Gangl

Banfi

et al. 2019

Scientific Studies of Reading

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Deficits in reading fluency and in spelling can dissociate during development, resulting in groups with reading deficit only (RD), spelling deficit only (SD) and combined reading and spelling deficit (RSD). The current study investigated the one-to-two-year longitudinal stability of these subgroups in 167 German-speaking children. Reading fluency deficits (irrespective of spelling skills) were stable over time, while spelling deficits were stable in the RSD-group but not in the SD-group. Lower stability in the SD-group resulted from the fact that many children improved their spelling skills over time. Improvement in spelling was associated with good performance in phoneme awareness together with intact RAN and decoding skills.

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“…Studies carried out across a range of countries and educational contexts demonstrate that students who enter school with weak pre-reading skills run a high risk of being among the poorest readers at the end of the first year of school (Chapman & Tunmer, 1997;Eklund et al, 2013;Lerkkanen et al, 2004a;Torppa et al, 2017;Walgermo et al, 2018). Further, children who display poor reading skills during their first years of formal reading instruction run a high risk of remaining poor readers (Chard & Kameenui, 2000;Torppa et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

Screening for Slow Reading Acquisition in Norway and Finland – a Quest for Context Specific Predictors

Solheim

Torppa

Uppstad

et al. 2020

Scandinavian Journal of Educational Research

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Early identification of children at risk of developing reading difficulties is crucial for effective interventions. While orthographies and educational contexts differ, predictors included in early at-risk screening tend to remain rather homogeneous across countries. In this study, we compared longitudinal prediction patterns of being among the 20 percent lowest performing in reading fluency by the end of Grade 1 in Norway (N = 918) and Finland (N =378). The two countries differ in orthographic consistency (semi-transparent versus transparent), age at school entry and pre-primary education. Letter knowledge, phoneme isolation and rapid automatized naming (RAN) were unique predictors in the Norwegian sample. Predictors in the Finnish sample were gender, phoneme blending, RAN, and reading status. The predictive model identified significantly more Finnish than Norwegian poor readers (46.2% versus 27.9%). The results suggest national screening instruments that are sensitive to educational context and orthography.

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The precursors of double dissociation between reading and spelling in a transparent orthography

Abstract: (2017). The precursors of double dissociation between reading and spelling in a transparent orthography.

Cited by 29 publications

References 79 publications

The role of part-time special education supporting students with reading and spelling difficulties from grade 1 to grade 2 in Finland

The role of part-time special education supporting students with reading and spelling difficulties from grade 1 to grade 2 in Finland

Stability of Deficits in Reading Fluency and/or Spelling

Screening for Slow Reading Acquisition in Norway and Finland – a Quest for Context Specific Predictors

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