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ERIC Number: EJ1038892
Record Type: Journal
Publication Date: 2013-Sep
Pages: 17
Abstractor: As Provided
Reference Count: 66
ISBN: N/A
ISSN: ISSN-0922-4777
Individual Differences in Children's Literacy Development: The Contribution of Orthographic Knowledge
Conrad, Nicole J.; Harris, Nicholas; Williams, Jennifer
Reading and Writing: An Interdisciplinary Journal, v26 n8 p1223-1239 Sep 2013
Orthographic knowledge is one of several contributors to developing literacy skills. However, our understanding of how orthographic knowledge contributes to both spelling and reading is incomplete due to a lack of consistency in defining and measuring orthographic knowledge. The goal of the present study was to empirically test whether or not orthographic knowledge could be construed as a multi-dimensional construct that contributes to reading and spelling skill in school-aged children. Using regression analyses, the current study supports the conceptualization of orthographic knowledge as a multi-dimensional construct, consisting of both word specific and general orthographic knowledge. For school-aged children, both types of orthographic knowledge make separate and unique contributions to both reading and spelling, over and above the contributions of phonological skills. Results illustrate the importance of orthographic knowledge to developing literacy skills.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A