单词阅读和拼写的稳定性和发展相互作用:一项从幼儿园到四年级的跨语言纵向研究

IF 2 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Reading and Writing Pub Date : 2023-09-23 DOI:10.1007/s11145-023-10465-9

Bjarte Furnes, Åsa Elwér, Stefan Samuelsson, Rebecca Treiman, Richard K. Olson

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引用次数: 0

摘要

摘要本研究调查了瑞典(N = 191)和美国(N = 489)儿童在四个时间点(幼儿园结束、1年级、2年级和4年级)的单词阅读和拼写的稳定性和发展相互作用。交叉滞后路径模型显示，阅读和拼写表现出中度到强烈的自回归效应，阅读比拼写更具可预测性。在发展相互作用方面，我们发现从幼儿园到一年级，阅读和拼写之间存在双向关系。然而，从一年级开始，阅读预测随后的拼写超出了自回归，而不是相反。在所有的分析中，两种正字法的发现是相似的。讨论了这些发现的理论和实践意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

The stability and developmental interplay of word reading and spelling: a cross-linguistic longitudinal study from kindergarten to grade 4

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The stability and developmental interplay of word reading and spelling: a cross-linguistic longitudinal study from kindergarten to grade 4

Abstract We investigated the stability and developmental interplay of word reading and spelling in samples of Swedish (N = 191) and U.S. children (N = 489) followed across four time points: end of kindergarten, grades 1, 2, and 4. Cross-lagged path models revealed that reading and spelling showed moderate to strong autoregressive effects, with reading being more predictable over time than spelling. Regarding the developmental interplay, we found a bidirectional relationship between reading and spelling from kindergarten to Grade 1. However, starting in Grade 1, reading predicted subsequent spelling beyond the autoregressor but not the other way around. In all analyses, the findings were similar across the two orthographies. The theoretical and practical implications of these findings are discussed.

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来源期刊

Reading and Writing Multiple-

CiteScore

5.20

自引率

16.00%

发文量

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.