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Preschool cognitive and language skills predicting Kindergarten and Grade 1 reading and spelling: a cross-linguistic comparison
Stavanger University, Norge .
Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
2009 (English)In: Journal of research in reading (Print), ISSN 0141-0423, E-ISSN 1467-9817, Vol. 32, 275-292 p.Article in journal (Refereed) Published
Abstract [en]

The importance of cognitive and language skills on reading and spelling development were investigated in a cross-linguistic longitudinal study of 737 English-speaking children (US/Australia) and 169 Scandinavian children (Norway/Sweden) from preschool to Kindergarten and Grade 1. The results revealed that phonological awareness and print knowledge were the strongest predictors of early reading and spelling across orthographies. The contribution from rapid naming to literacy development was low in Kindergarten, but similar to that of phonological awareness and print knowledge in Grade 1. The present study identified a significant difference across orthographies in the effects of print knowledge and general verbal ability on spelling in Kindergarten. However, this pattern was explained by cultural rather than orthographic differences. The results indicate that cognitive and language skills underlying early reading and spelling development are similar across alphabetic orthographies.

Place, publisher, year, edition, pages
2009. Vol. 32, 275-292 p.
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:liu:diva-19963DOI: 10.1111/j.1467-9817.2009.01393.xOAI: oai:DiVA.org:liu-19963DiVA: diva2:232327
Available from: 2009-08-21 Created: 2009-08-21 Last updated: 2017-12-13

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Samuelsson, Stefan

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  • de-DE
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  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf