NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1105209
Record Type: Journal
Publication Date: 2016
Pages: 9
Abstractor: As Provided
ISSN: ISSN-1088-8438
Children's Orthographic Knowledge and Their Word Reading Skill: Testing Bidirectional Relations
Conrad, Nicole J.; Deacon, S. Hélène
Scientific Studies of Reading, v20 n4 p339-347 2016
Prominent models of word reading concur that the development of efficient word reading depends on the establishment of lexical orthographic representations in memory. In turn, word reading skills are conceptualised as supporting the development of these orthographic representations. As such, models of word reading development make clear predictions of bidirectional relations between lexical orthographic knowledge and word reading skill. We test these predictions in a longitudinal study of 112 English-speaking children in Grades 2 and 3. At two time points, we assessed lexical orthographic knowledge and three aspects of word reading skill: word reading accuracy, word reading efficiency, and phonological decoding. Consistent with theoretical predictions, we found that earlier word reading accuracy, word reading efficiency, and phonological decoding predicted gains in lexical orthographic knowledge. Contrary to theoretical predictions, lexical orthographic knowledge did not predict gains in any of our measured word reading skills.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 2; Primary Education; Early Childhood Education; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Identifiers - Assessments and Surveys: Wechsler Intelligence Scales Short Forms; Woodcock Reading Mastery Test
Grant or Contract Numbers: N/A