Variables that influence decoding and spelling in beginning readers

Performances on tasks of phonemic manipulation, working memory, rapid naming, multisyllable word naming, receptive vocabulary and nonverbal intelligence were compared with decoding and spelling scores for 75 begin-ning readers. Multiple regression analysis revealed that phonemic manipula-tion accoun...

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Veröffentlicht in:	Child language teaching and therapy 2005-06, Vol.21 (2), p.165-190
Hauptverfasser:	Strattman, Kathy, Hodson, Barbara Williams
Format:	Artikel
Sprache:	eng
Schlagworte:	Acquisition Assessment Children & youth Cognitive abilities Decoding Decoding skills Developmental psychology Dyslexia Grade 1 Grade 2 Hypotheses Intelligence Kindergarten Language disorders Learning disabilities Literacy Longitudinal studies Memory Multiple Regression Analysis Naming Nonverbal Ability Phonemics Phonology Predictor Variables Preschool Children Reading Reading disabilities Receptive language Short term memory Sound Spelling Success Task performance Variables Young children
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Zusammenfassung:	Performances on tasks of phonemic manipulation, working memory, rapid naming, multisyllable word naming, receptive vocabulary and nonverbal intelligence were compared with decoding and spelling scores for 75 begin-ning readers. Multiple regression analysis revealed that phonemic manipula-tion accounted for the greatest amount of variance for both decoding and spelling. Working memory and receptive vocabulary added additional unique variance for decoding. Multisyllable word naming and rapid naming contri-buted significantly to spelling. The major implication of the results is that phonemic manipulation should be included in an assessment battery for beginning readers.
ISSN:	0265-6590 1477-0865
DOI:	10.1191/0265659005ct287oa