Examining the Relationship Between Word Reading and Nonword Reading Development Within an Orthographic Learning Framework

IF 1.2 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Ashley A. Edwards, Laura M. Steacy, V. M. Rigobon, Y. Petscher, D. Compton
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引用次数: 0

Abstract

Perfetti’s representational quality hypothesis suggests that orthographic learning in developing readers is associated with two important changes to the orthographic lexicon that drive continued word reading development, namely, addition of word-specific representations and acquisition of complex context-dependent decoding skills. Perfetti further hypothesizes that these two changes are mutually facilitative suggesting a bidirectional relationship. To test this hypothesis, cross-lagged panel models were used to model the relationship between word reading and nonword reading longitudinally across Grades 1–4 in a diverse sample (N = 433) of developing readers. Overall results revealed the codevelopmental pattern between word and nonword reading to be bidirectional in nature such that word reading impacted later nonword reading and vice versa. These bidirectional relations did not differ significantly between those who qualify for free and reduced lunch and those who do not. However, differences were observed between those at-risk for dyslexia and those not at-risk.
在正字法学习框架下考察单词阅读与非单词阅读发展的关系
Perfetti的表征质量假说表明,发展中的读者的正字法学习与正字法词典的两个重要变化有关,这两个变化推动了单词阅读的持续发展,即增加了特定单词的表征和获得了复杂的上下文相关解码技能。Perfetti进一步假设这两种变化是相互促进的,这表明了一种双向关系。为了验证这一假设,在不同的发展中读者样本(N=433)中,使用交叉滞后面板模型对1-4年级单词阅读和非单词阅读之间的关系进行纵向建模。总体结果表明,单词和非单词阅读之间的共同发展模式本质上是双向的,因此单词阅读影响了后来的非单词阅读,反之亦然。这些双向关系在有资格享受免费和减少午餐的人和没有资格享受的人之间没有显著差异。然而,在那些有阅读障碍风险的人和那些没有风险的人之间观察到了差异。
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来源期刊
Elementary School Journal
Elementary School Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.60
自引率
5.90%
发文量
31
期刊介绍: The Elementary School Journal has served researchers, teacher educators, and practitioners in the elementary and middle school education for over one hundred years. ESJ publishes peer-reviewed articles dealing with both education theory and research and their implications for teaching practice. In addition, ESJ presents articles that relate the latest research in child development, cognitive psychology, and sociology to school learning and teaching. ESJ prefers to publish original studies that contain data about school and classroom processes in elementary or middle schools while occasionally publishing integrative research reviews and in-depth conceptual analyses of schooling.
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