Predicting Reading and Spelling Difficulties in Transparent and Opaque Orthographies: A Comparison between Scandinavian and US/Australian Children
2010 (English)In: DYSLEXIA, ISSN 1076-9242, Vol. 16, no 2, 119-142 p.Article in journal (Refereed) Published
In this study, predictors of reading and spelling difficulties among children learning more transparent (Norwegian/Swedish) and less transparent (English) orthographies were examined longitudinally from preschool through Grade 2 using parallel versions of tests. A series of logistic regression analysis indicated three main findings. First, phonological awareness as a predictor of reading difficulties in the Scandinavian sample was time-limited to Grade 1, but remained as a significant predictor in the English-speaking sample. Second, phonological awareness predicted spelling difficulties similarly across orthographies. Third, preschool and kindergarten RAN was a significant predictor of reading and spelling difficulties at both Grades 1 and 2 across orthographies. The authors conclude that phonological awareness diminishes as a predictor of reading difficulties in transparent orthographies after the first years of schooling, that RAN is a better long-term predictor of reading difficulties, and that phonological awareness is associated with spelling difficulties similarly in transparent and opaque orthographies.
Place, publisher, year, edition, pages
John Wiley and Sons, Ltd , 2010. Vol. 16, no 2, 119-142 p.
reading and spelling difficulties, orthographic transparency, phonological awareness, rapid naming, letter knowledge
IdentifiersURN: urn:nbn:se:liu:diva-56688DOI: 10.1002/dys.401ISI: 000277522800002OAI: oai:DiVA.org:liu-56688DiVA: diva2:321232