Spelling and word recognition in Grades 1 and 2: Relations to phonological awareness and naming speed in Dutch children

The influences of early phonological awareness and naming speed on Dutch children's later word spelling were investigated in a longitudinal study. Phonological awareness and naming speed predicted spelling in early Grade 1, later Grade 1, and later Grade 2. Phonological awareness, however, pred...

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Bibliographic Details
Published in:Applied psycholinguistics 2010-01, Vol.31 (1), p.59-80
Main Authors: VERHAGEN, WIM G. M., AARNOUTSE, COR A. J., VAN LEEUWE, JAN F. J.
Format: Article
Language:English
Subjects:
Child development
Children
Cognition & reasoning
Comparative Analysis
Control Groups
Dutch language
Elementary education
Elementary School Students
Foreign Countries
Grade 1
Grade 2
Grade 5
Graphemes
Indo European Languages
Language
Language Tests
Languages
Linguistics
Longitudinal Studies
Measures (Individuals)
Naming
Netherlands
Pattern recognition
Phonemic Awareness
Phonetics
Phonological Awareness
Prediction
Reading Difficulties
Spelling
Structural Equation Models
Word Recognition
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Summary:The influences of early phonological awareness and naming speed on Dutch children's later word spelling were investigated in a longitudinal study. Phonological awareness and naming speed predicted spelling in early Grade 1, later Grade 1, and later Grade 2. Phonological awareness, however, predominated over naming speed for the prediction of early Grade 1 spelling. Comparison of the present results with those from an earlier study of children's word recognition using the same dataset and also structural equation modeling showed word recognition speed at the ends of Grades 1 and 2 in the earlier study to be uniquely predicted by early naming speed. Nonetheless, naming speed may measure almost the same in word recognition and word spelling accuracy.
ISSN:0142-7164
1469-1817
DOI:10.1017/S0142716409990166