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Orthographic processing and children's word reading
Deacon, S. Hélène Pasquarella, Adrian Marinus, Eva Tims, Talisa Castles, Anne
Deacon, S. Hélène
Pasquarella, Adrian
Marinus, Eva
Tims, Talisa
Castles, Anne
Abstract
Theories of reading development generally agree that, in addition to phonological decoding, some kind of orthographic processing skill underlies the ability to learn to read words. However, there is a lack of clarity as to which aspect(s) of orthographic processing are key in reading development. We test here whether this is orthographic knowledge and/or orthographic learning. Whereas orthographic knowledge has been argued to reflect a child’s existing store of orthographic representations, orthographic learning is concerned with the ability to form these representations. In a longitudinal study of second- and third-grade students, we evaluate the relations between these two aspects of orthographic processing and word-reading outcomes. The results of our analyses show that variance
captured by orthographic knowledge overlaps with that of word reading, to the point that they form a single latent word-reading factor. In contrast, orthographic learning is distinctive from this factor. Further, structural equation modeling demonstrates that early orthographic learning was related to gains in word reading skills. We discuss the implications of these findings for theories of word-reading development.
Keywords
orthographic knowledge, orthographic learning, word reading
Date
2019
Type
Journal article
Journal
Book
Volume
40
Issue
2
Page Range
509-534
Article Number
ACU Department
Faculty of Education and Arts
Collections
Relation URI
Event URL
Open Access Status
License
All rights reserved
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Controlled
Notes
© Cambridge University Press 2018