Examining the relationship between word reading and nonword reading development within an orthographic learning framework : Are there variations as a function of SES and reading ability?

Journal article


Edwards, Ashley A., Steacy, Laura M., Rigobon, Valeria M., Petscher, Yaacov and Compton, Donald L.. (2023). Examining the relationship between word reading and nonword reading development within an orthographic learning framework : Are there variations as a function of SES and reading ability? Elementary School Journal. 123(3), pp. 396-413. https://doi.org/10.1086/723396
AuthorsEdwards, Ashley A., Steacy, Laura M., Rigobon, Valeria M., Petscher, Yaacov and Compton, Donald L.
Abstract

Perfetti’s representational quality hypothesis suggests that orthographic learning in developing readers is associated with two important changes to the orthographic lexicon that drive continued word reading development, namely, addition of word-specific representations and acquisition of complex context-dependent decoding skills. Perfetti further hypothesizes that these two changes are mutually facilitative suggesting a bidirectional relationship. To test this hypothesis, cross-lagged panel models were used to model the relationship between word reading and nonword reading longitudinally across Grades 1–4 in a diverse sample (N = 433) of developing readers. Overall results revealed the codevelopmental pattern between word and nonword reading to be bidirectional in nature such that word reading impacted later nonword reading and vice versa. These bidirectional relations did not differ significantly between those who qualify for free and reduced lunch and those who do not. However, differences were observed between those at-risk for dyslexia and those not at-risk.

Keywordsdyslexia; nonword reading; decoding; word reading
Year2023
JournalElementary School Journal
Journal citation123 (3), pp. 396-413
PublisherUniversity of Chicago Press
ISSN0013-5984
Digital Object Identifier (DOI)https://doi.org/10.1086/723396
Scopus EID2-s2.0-85151256227
Page range396-413
FunderEunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD), National Institutes of Health
Institute of Education Sciences (IES)
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online19 Jan 2023
Publication process dates
Deposited19 Nov 2023
Grant IDP20HD091013
R324G060036
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