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ERIC Number: EJ895602
Record Type: Journal
Publication Date: 2010-May
Pages: 24
Abstractor: As Provided
ISSN: ISSN-1076-9242
Predicting Reading and Spelling Difficulties in Transparent and Opaque Orthographies: A Comparison between Scandinavian and US/Australian Children
Furnes, Bjarte; Samuelsson, Stefan
Dyslexia, v16 n2 p119-142 May 2010
In this study, predictors of reading and spelling difficulties among children learning more transparent (Norwegian/Swedish) and less transparent (English) orthographies were examined longitudinally from preschool through Grade 2 using parallel versions of tests. A series of logistic regression analysis indicated three main findings. First, phonological awareness as a predictor of reading difficulties in the Scandinavian sample was time-limited to Grade 1, but remained as a significant predictor in the English-speaking sample. Second, phonological awareness predicted spelling difficulties similarly across orthographies. Third, preschool and kindergarten RAN was a significant predictor of reading and spelling difficulties at both Grades 1 and 2 across orthographies. The authors conclude that phonological awareness diminishes as a predictor of reading difficulties in transparent orthographies after the first years of schooling, that RAN is a better long-term predictor of reading difficulties, and that phonological awareness is associated with spelling difficulties similarly in transparent and opaque orthographies. (Contains 6 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1; Grade 2; Kindergarten; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia; Norway; Sweden; United States