liu.seSearch for publications in DiVA
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Predicting Reading and Spelling Difficulties in Transparent and Opaque Orthographies: A Comparison between Scandinavian and US/Australian Children
University of Bergen.
Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
2010 (English)In: DYSLEXIA, ISSN 1076-9242, Vol. 16, no 2, 119-142 p.Article in journal (Refereed) Published
Abstract [en]

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.
Keyword [en]
reading and spelling difficulties, orthographic transparency, phonological awareness, rapid naming, letter knowledge
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:liu:diva-56688DOI: 10.1002/dys.401ISI: 000277522800002OAI: oai:DiVA.org:liu-56688DiVA: diva2:321232
Available from: 2010-05-31 Created: 2010-05-31 Last updated: 2010-05-31

Open Access in DiVA

No full text

Other links

Publisher's full text

Authority records BETA

Samuelsson, Stefan

Search in DiVA

By author/editor
Samuelsson, Stefan
By organisation
Department of Behavioural Sciences and LearningFaculty of Educational Sciences
Social Sciences

Search outside of DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 106 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf