The double deficit hypothesis in the transparent Finnish orthography: a longitudinal study from kindergarten to Grade 2
We examined the double deficit hypothesis (Wolf & Bowers, 1999 ) and literacy development in a longitudinal dataset of 1,006 Finnish children who were nonreaders at school entry. A single phonological awareness (PA) deficit was a predictor of pseudoword spelling accuracy and reading fluency, and...
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| Veröffentlicht in: | Reading & writing 2013-09, Vol.26 (8), p.1353-1380 |
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| creator | Torppa, Minna Parrila, Rauno Niemi, Pekka Lerkkanen, Marja-Kristiina Poikkeus, Anna-Maija Nurmi, Jari-Erik |
| description | We examined the double deficit hypothesis (Wolf & Bowers,
1999
) and literacy development in a longitudinal dataset of 1,006 Finnish children who were nonreaders at school entry. A single phonological awareness (PA) deficit was a predictor of pseudoword spelling accuracy and reading fluency, and a single rapid automatized naming (RAN) deficit was a predictor of reading fluency. The group with both PA and RAN deficits experienced the most extensive reading and spelling difficulties. However, all groups included both poor and average Grade 2 readers and spellers. Poor letter knowledge and vocabulary, task avoidance, attention difficulties, hyperactivity, and lack of teaching at home were additional risk factors for reading and spelling problems, but their impact varied depending on the presence of PA and RAN deficits. |
| doi_str_mv | 10.1007/s11145-012-9423-2 |
| format | Article |
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1999
) and literacy development in a longitudinal dataset of 1,006 Finnish children who were nonreaders at school entry. A single phonological awareness (PA) deficit was a predictor of pseudoword spelling accuracy and reading fluency, and a single rapid automatized naming (RAN) deficit was a predictor of reading fluency. The group with both PA and RAN deficits experienced the most extensive reading and spelling difficulties. However, all groups included both poor and average Grade 2 readers and spellers. Poor letter knowledge and vocabulary, task avoidance, attention difficulties, hyperactivity, and lack of teaching at home were additional risk factors for reading and spelling problems, but their impact varied depending on the presence of PA and RAN deficits.</description><identifier>ISSN: 0922-4777</identifier><identifier>EISSN: 1573-0905</identifier><identifier>DOI: 10.1007/s11145-012-9423-2</identifier><identifier>CODEN: REWRE8</identifier><language>eng</language><publisher>Dordrecht: Springer Netherlands</publisher><subject>At Risk Students ; Attention ; Children ; Education ; Elementary education ; Elementary School Students ; Emergent Literacy ; Family Environment ; Finland ; Finnish language ; Fluency ; Foreign Countries ; Grade 1 ; Grade 2 ; Grade 4 ; Kindergarten ; Knowledge Level ; Language and Literature ; Linguistics ; Literacy ; Longitudinal Studies ; Naming ; Neurology ; Orthographic Symbols ; Orthography ; Phonetics ; Phonological Awareness ; Predictor Variables ; Psycholinguistics ; Reading ; Reading Difficulties ; Reading Fluency ; Reading Skills ; Social Sciences ; Spelling ; Time on Task ; Vocabulary</subject><ispartof>Reading & writing, 2013-09, Vol.26 (8), p.1353-1380</ispartof><rights>Springer Science+Business Media Dordrecht 2013</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c437t-3ed18ccc01375bd2af24341e91a9284f99925c838052328acefd1c44cd5faa923</citedby><cites>FETCH-LOGICAL-c437t-3ed18ccc01375bd2af24341e91a9284f99925c838052328acefd1c44cd5faa923</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://link.springer.com/content/pdf/10.1007/s11145-012-9423-2$$EPDF$$P50$$Gspringer$$H</linktopdf><linktohtml>$$Uhttps://link.springer.com/10.1007/s11145-012-9423-2$$EHTML$$P50$$Gspringer$$H</linktohtml><link.rule.ids>314,780,784,27924,27925,41488,42557,51319</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1038886$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Torppa, Minna</creatorcontrib><creatorcontrib>Parrila, Rauno</creatorcontrib><creatorcontrib>Niemi, Pekka</creatorcontrib><creatorcontrib>Lerkkanen, Marja-Kristiina</creatorcontrib><creatorcontrib>Poikkeus, Anna-Maija</creatorcontrib><creatorcontrib>Nurmi, Jari-Erik</creatorcontrib><title>The double deficit hypothesis in the transparent Finnish orthography: a longitudinal study from kindergarten to Grade 2</title><title>Reading & writing</title><addtitle>Read Writ</addtitle><description>We examined the double deficit hypothesis (Wolf & Bowers,
1999
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1999
) and literacy development in a longitudinal dataset of 1,006 Finnish children who were nonreaders at school entry. A single phonological awareness (PA) deficit was a predictor of pseudoword spelling accuracy and reading fluency, and a single rapid automatized naming (RAN) deficit was a predictor of reading fluency. The group with both PA and RAN deficits experienced the most extensive reading and spelling difficulties. However, all groups included both poor and average Grade 2 readers and spellers. Poor letter knowledge and vocabulary, task avoidance, attention difficulties, hyperactivity, and lack of teaching at home were additional risk factors for reading and spelling problems, but their impact varied depending on the presence of PA and RAN deficits.</abstract><cop>Dordrecht</cop><pub>Springer Netherlands</pub><doi>10.1007/s11145-012-9423-2</doi><tpages>28</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0922-4777 |
| ispartof | Reading & writing, 2013-09, Vol.26 (8), p.1353-1380 |
| issn | 0922-4777 1573-0905 |
| language | eng |
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| source | SpringerNature Journals; EBSCOhost Education Source |
| subjects | At Risk Students Attention Children Education Elementary education Elementary School Students Emergent Literacy Family Environment Finland Finnish language Fluency Foreign Countries Grade 1 Grade 2 Grade 4 Kindergarten Knowledge Level Language and Literature Linguistics Literacy Longitudinal Studies Naming Neurology Orthographic Symbols Orthography Phonetics Phonological Awareness Predictor Variables Psycholinguistics Reading Reading Difficulties Reading Fluency Reading Skills Social Sciences Spelling Time on Task Vocabulary |
| title | The double deficit hypothesis in the transparent Finnish orthography: a longitudinal study from kindergarten to Grade 2 |
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