The Role of Naming Speed, Phonological Processing and Morphological/Syntactic Skill in the Reading and Spelling Performance of Second-Grade Children
The performance of 199 children was examined at the end of grade 1 on tasks assessing phonological processing, morphological/syntactic skill, naming speed, reading and spelling. At the end of grade 2, the children were assigned three measures of spelling. A series of hierarchical analyses indicated...
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| Argitaratua izan da: | URI:https://journals.openedition.org/cpl, |
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| Egile nagusia: | |
| Formatua: | Article ou chapitre numérique |
| Hizkuntza: | Anglais |
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Current psychology letters
2006
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| Sarrera elektronikoa: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Gaia: | The performance of 199 children was examined at the end of grade 1 on tasks assessing phonological processing, morphological/syntactic skill, naming speed, reading and spelling. At the end of grade 2, the children were assigned three measures of spelling. A series of hierarchical analyses indicated that the three variables (phonological awareness, morphological/syntactic skill and naming speed) at the end of grade 1 were still predictors of spelling performance at the end of grade 2, after variance in the others had been controlled for. The results, which confirm that morphological/syntactic skill and naming-speed skill can predict written language after phonological ability has been controlled for, challenge the unitary phonological theory of written language difficulties. |
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