scholarly journals Predicting Word Reading and Spelling in First Graders with Dyslexia

2017 ◽  
Vol 22 (4) ◽  
pp. 690-704 ◽  
Author(s):  
Minwha Yang ◽  
Bobae Kim ◽  
Jongmin Ra
Keyword(s):  
Word Reading ◽  
First Graders ◽  
Reading And Spelling

scholarly journals First Graders' Use of Analogy in Word Reading

1998 ◽  
Vol 30 (3) ◽  
pp. 389-403 ◽  
Author(s):  
Chiung-Chu Wang ◽  
Janet S. Gaffhey
Keyword(s):  
Word Reading ◽  
First Graders ◽  
Letter Identification ◽  
Word Decoding ◽  
Word Test ◽  
First Time

This study investigated first graders' use of analogy in word decoding. All students were given three tasks, Letter Identification, Ohio Word Test, and Dictation, from Clay's Observation Survey (1993). They were asked to read three types of words - analogous, non-analogous, and misanalogous - twice. The first time, children were asked to read the words and received no help from the researcher. The second time, they were shown and told clue words before reading. Students read more words correctly after exposure to analogous clue words. In addition, the Dictation task accounted for a large proportion of variance on the decoding of analogous words. This study clarified the results of previous research, specifically, the helpfulness of clue words in decoding by analogy and the abilities of first graders that may contribute to this strategy.

scholarly journals Examining the independent contribution of prosodic sensitivity to word reading and spelling in early readers

2016 ◽  
Vol 30 (3) ◽  
pp. 509-521 ◽  
Author(s):  
A. J. Holliman ◽  
N. Gutiérrez Palma ◽  
S. Critten ◽  
C. Wood ◽  
H. Cunnane ◽  
...  
Keyword(s):  
Word Reading ◽  
Independent Contribution ◽  
Early Readers ◽  
Prosodic Sensitivity ◽  
Reading And Spelling

Effects of Phonemic Processes on Word Reading and Spelling

1994 ◽  
Vol 87 (3) ◽  
pp. 148-157 ◽  
Author(s):  
Marcia Davidson ◽  
Joseph R. Jenkins
Keyword(s):  
Word Reading ◽  
Reading And Spelling

Orthographic and phonological processing skills in reading and spelling in Persian/English bilinguals

2001 ◽  
Vol 25 (2) ◽  
pp. 140-147 ◽  
Author(s):  
Narges Arab-Moghaddam ◽  
Monique Senechal
Keyword(s):  
Phonological Processing ◽  
Grade Level ◽  
Word Reading ◽  
Reading Performance ◽  
Orthographic Processing ◽  
Spelling Performance ◽  
Concurrent Development ◽  
English Speaking ◽  
Iranian Children ◽  
Reading And Spelling

The concurrent development of reading and spelling in English and Persian were examined in a sample of bilingual children. The objective was to compare how phonological and orthographic processing skills contribute to reading and spelling for two alphabetic languages that differ drastically. English orthography is characterised by both polyphony (i.e., a grapheme representing more than one phoneme) and polygraphy (i.e., a phoneme represented by more than one grapheme) which results in a complex script to read and write. In contrast, vowelised-Persian orthography is characterised by polygraphy only, which results in a simple script to read but more complex to write. Fifty-five Iranian children in grades 2 and 3, who had lived in English-speaking Canada for an average of 4 years, were tested on word reading and spelling in English and Persian. We found that the predictors of reading performance were similar across languages: Phonological and orthographic processing skills each predicted unique variance in word reading in English and in Persian once we had controlled for grade level, vocabulary, and reading experience. As expected, the predictors of spelling performance differed across language: Spelling in English was predicted similarly by phonological and orthographic processing skills, whereas spelling in Persian was predicted by orthographic processing skills only. It is possible that the nature of the Persian orthography encourages children to adopt different strategies when reading and spelling words. Spelling Persian words might be particularly conducive to using an analytic strategy which, in turn, promotes the development of and reliance on orthographic skills.

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