NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1032885
Record Type: Journal
Publication Date: 2014-Aug
Pages: 17
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0141-0423
Development of Orthographic Knowledge in German-Speaking Children: A 2-Year Longitudinal Study
Ise, Elena; Arnoldi, Carolin Judith; Schulte-Körne, Gerd
Journal of Research in Reading, v37 n3 p233-249 Aug 2014
There is growing evidence that children develop orthographic knowledge from the very beginning of literacy acquisition. This study investigated the development of German-speaking children's orthographic knowledge with a nonword choice task. One nonword in each pair contained a frequent consonant doublet ("zommul") and the other nonword contained an infrequent doublet ("zobbul"). Children (N = 54) performed at chance level in kindergarten but chose nonwords with frequent doublets significantly more often than expected by chance in first and second grade. Correlations between children's orthographic knowledge and their reading and spelling skills were not found. The results indicate that knowledge of frequent double consonants is evident in German-speaking children from first grade onwards, but it is not related to their reading and spelling performance. This finding is consistent with the view that children in transparent orthographies rely less on frequent letter patterns during reading and spelling compared to children in deep orthographies.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Grade 1; Grade 2; Elementary Education; Early Childhood Education; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A