{"title":"The impact of orthographic knowledge on reading development in German third graders","authors":"Jelena Marković, Garvin Brod, Leonard Tetzlaff","doi":"10.1007/s11145-024-10560-5","DOIUrl":null,"url":null,"abstract":"<p>Orthographic knowledge (i.e., the knowledge of conventions of a written language) has been identified as a predictor of both basic and higher-level reading processes, however, mostly examined in a cross-sectional design. It remains unclear, whether and how orthographic knowledge contributes uniquely in explaining differences in the acquisition of reading skills. The aim of this study was therefore to examine the effects of orthographic knowledge on basic (word-reading) and higher level (sentence- and text-comprehension) reading development in German third graders over the course of a schoolyear. 325 German speaking children (<i>mean age</i> = 8.35 years, <i>standard deviation</i> = 0.57; 49% girls) participated in the study, 100 of whom also provided data on vocabulary and naming speed. Data were analyzed via multiple regression in hierarchical models with random intercepts, since the children were nested in classes. The longitudinal analyses showed that orthographic knowledge contributes to the development of reading on the word- and text-level, over and above vocabulary knowledge and naming speed. These findings support and extend previous results, showing that orthographic knowledge not only supports reading processes, but also plays an important role in reading development over the course of a schoolyear. The fact that no significant interaction between orthographic knowledge and reading comprehension could be found implies that orthographic knowledge is relevant for reading development in German third graders, independent of the level of reading proficiency. The present findings suggest that orthographic knowledge should be considered in reading instruction at school as well as during reading related interventions.</p>","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":null,"pages":null},"PeriodicalIF":2.0000,"publicationDate":"2024-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Reading and Writing","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s11145-024-10560-5","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Orthographic knowledge (i.e., the knowledge of conventions of a written language) has been identified as a predictor of both basic and higher-level reading processes, however, mostly examined in a cross-sectional design. It remains unclear, whether and how orthographic knowledge contributes uniquely in explaining differences in the acquisition of reading skills. The aim of this study was therefore to examine the effects of orthographic knowledge on basic (word-reading) and higher level (sentence- and text-comprehension) reading development in German third graders over the course of a schoolyear. 325 German speaking children (mean age = 8.35 years, standard deviation = 0.57; 49% girls) participated in the study, 100 of whom also provided data on vocabulary and naming speed. Data were analyzed via multiple regression in hierarchical models with random intercepts, since the children were nested in classes. The longitudinal analyses showed that orthographic knowledge contributes to the development of reading on the word- and text-level, over and above vocabulary knowledge and naming speed. These findings support and extend previous results, showing that orthographic knowledge not only supports reading processes, but also plays an important role in reading development over the course of a schoolyear. The fact that no significant interaction between orthographic knowledge and reading comprehension could be found implies that orthographic knowledge is relevant for reading development in German third graders, independent of the level of reading proficiency. The present findings suggest that orthographic knowledge should be considered in reading instruction at school as well as during reading related interventions.
期刊介绍：
Reading and writing skills are fundamental to literacy. Consequently, the processes involved in reading and writing and the failure to acquire these skills, as well as the loss of once well-developed reading and writing abilities have been the targets of intense research activity involving professionals from a variety of disciplines, such as neuropsychology, cognitive psychology, psycholinguistics and education. The findings that have emanated from this research are most often written up in a lingua that is specific to the particular discipline involved, and are published in specialized journals. This generally leaves the expert in one area almost totally unaware of what may be taking place in any area other than their own. Reading and Writing cuts through this fog of jargon, breaking down the artificial boundaries between disciplines. The journal focuses on the interaction among various fields, such as linguistics, information processing, neuropsychology, cognitive psychology, speech and hearing science and education. Reading and Writing publishes high-quality, scientific articles pertaining to the processes, acquisition, and loss of reading and writing skills. The journal fully represents the necessarily interdisciplinary nature of research in the field, focusing on the interaction among various disciplines, such as linguistics, information processing, neuropsychology, cognitive psychology, speech and hearing science and education. Coverage in Reading and Writing includes models of reading, writing and spelling at all age levels; orthography and its relation to reading and writing; computer literacy; cross-cultural studies; and developmental and acquired disorders of reading and writing. It publishes research articles, critical reviews, theoretical papers, and case studies. Reading and Writing is one of the most highly cited journals in Education, Educational Research, and Educational Psychology.
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