Modelling the relationship of accurate and fluent word recognition in primary school

Karageorgos, Panagiotis; Müller, Bodo; Richter, Tobias

doi:10.1016/j.lindif.2019.101779

Cited by 21 publications

(14 citation statements)

References 53 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In this paper, we focus on the processing steps necessary for understanding a text while concentrating on different complexity levels, including basic level (i.e., word-reading) and higher level (i.e., sentence-and text-level comprehension; see Lenhard & Schneider, 2006). The word level represents the basic level of reading, which includes decoding of single words and understanding the meaning of the words (Castles et al, 2018;Karageorgos, Müller, & Richter, 2019). Single word reading is mostly associated with lower level processing skills, such as fast and efficient orthographic and phonological processing and identification (Wolf & Katzir-Cohen, 2001).…”

Section: Introductionmentioning

confidence: 99%

Reading comprehension on word- and sentence-level can be predicted by orthographic knowledge for German children with poor reading proficiency

Zarić

Nagler

2021

Read Writ

View full text Add to dashboard Cite

Previous studies mostly examined the role of orthographic knowledge in basic reading processing (i.e., word-reading), however, regarding higher reading processing (i.e., sentence- and text-comprehension), mixed results were reported. In addition, previous research in transparent languages, such as German, focused mostly on typically skilled readers. The aim of this study was to examine the role of orthographic knowledge in basic reading processing (word-reading) as well as in higher reading processing (sentence- and text-comprehension), in addition to phonological awareness and naming speed in a sample of German elementary school poor readers. For this purpose, data from 103 German third-graders with poor reading proficiency were analyzed via multiple linear regression analysis. Analyses revealed that orthographic knowledge contributes to reading at word- and sentence-level, but not at text-level in German third-graders with poor reading proficiency, over and above phonological awareness and naming speed. These findings support that orthographic knowledge should be considered as a relevant reading related predictor. Therefore, it would be reasonable to include the assessment of orthographic knowledge skills in diagnostic procedures to identify children at risk to develop reading difficulties, besides phonological awareness and naming speed.

show abstract

Section: Introductionmentioning

confidence: 99%

Reading comprehension on word- and sentence-level can be predicted by orthographic knowledge for German children with poor reading proficiency

Zarić

Nagler

2021

Read Writ

View full text Add to dashboard Cite

show abstract

“…However, only one task for measuring general orthographic knowledge (i.e., the knowledge about frequent double consonants) was used. In another study by Richter et al (2019), word-specific orthographic knowledge was shown to be a significant predictor for text-reading comprehension, however, they did not simultaneously assess general orthographic knowledge. Therefore, further research is necessary in order to explore the influence of both word-specific and general orthographic knowledge to reading at higher level, such as sentence-and text-comprehension in a transparent language like German.…”

Section: Basic Reading Processesmentioning

confidence: 92%

“…The word level, therefore, represents the basic level of reading. It includes decoding of single words as well as understanding of their meaning (Karageorgos, Müller, & Richter, 2019). Single word reading requires mostly lower level processing skills, such as efficient orthographic and phonological processing .…”

Section: The Interplay Between Basic and Higher Reading Processesmentioning

confidence: 99%

“…Following the assumption that high-quality orthographic representations are necessary for higher reading processes, like reading comprehension , word-specific and general orthographic knowledge could be considered as significant contributors to reading at basic (word) level as well as to reading at higher level (sentence and text). However, previous studies did not include both components of orthographic knowledge (word-specific and general) when examining higher reading processes (Ise et al, 2014;Richter et al, 2019). In addition, considering studies conducted in German, only children without reading difficulties were included Richter et al, 2019).…”

Section: Summary and Open Questionsmentioning

confidence: 99%

“…However, previous studies did not include both components of orthographic knowledge (word-specific and general) when examining higher reading processes (Ise et al, 2014;Richter et al, 2019). In addition, considering studies conducted in German, only children without reading difficulties were included Richter et al, 2019). Since studies with different samples (i.e., with and without reading difficulties) report different results (e.g., differences in correlation in samples of children with and without reading difficulties) concerning the relationship between reading relevant components and reading performance (e.g., Swanson, Trainin, Necoechea, & Hammill, 2003), the results from studies examining children without reading difficulties cannot be generalized to samples of children with reading problems.…”

Section: Summary and Open Questionsmentioning

confidence: 99%

See 2 more Smart Citations

The role of orthographic knowledge for reading performance in German elementary school children

Zarić¹

View full text Add to dashboard Cite

Reading is crucial for successful participation in the modern world. However, 3-8% (e.g., Moll et al., 2014) of children in elementary school age show reading difficulties, which can lead to limited education and enhance risks of social and financial disadvantages (Valtin, 2017). Therefore, it is important to identify reading relevant components (Tippelt & Schmidt-Hertha, 2018). In this context, especially phonological awareness (i.e., awareness of the sound structure of the language) and naming speed (i.e., fast and automatized retrieval of information) were identified as significant components for reading skills (e.g., Georgiou et al., 2012; Landerl & Thaler, 2006; Vellutino, Fletcher, Snowling, & Scanlon, 2004). One further component, which is of growing interest to the recent research, is orthographic knowledge. It comprises the knowledge about the spelling of specific words (word-specific orthographic knowledge) and about legal letter patterns (general orthographic knowledge; Apel, 2011). Previous research focused predominantly on examining the role of orthographic knowledge on basic reading level, including word identification and word meaning (Conrad et al., 2013; Rothe et al., 2015). The relationship between orthographic knowledge and reading comprehension as the core objective of reading, including understanding of the relationship between words within a sentence as well as building a coherence between sentences (Perfetti et al., 2005), was on the contrary scarcely the object of research. The first goal of this dissertation is, therefore, to provide a remedy by investigating the role of orthographic knowledge on higher reading processes (sentence- and text-level). The scarce body of research investigating children with reading difficulties provide a mixed result pattern (e.g., Ise et al., 2014). Therefore, this dissertation aims at clarifying the influence of orthographic knowledge on word-, sentence-, and text-level in children without and with reading difficulties. A thorough understanding of reading relevant components is also important for conception of interventions aiming at individual reading performance improvements in order to prevent school failure. One promising approach to help children to overcome their reading difficulties is a text-fading based reading training. During this procedure, reading material is faded out letter by letter in reading direction (i.e., in German from left to right; Breznitz & Nevat, 2006). The aim of this manipulation is to prompt the individual to read faster than usual, resulting in reading rate and comprehension improvements (e.g., Nagler et al., 2015). However, the underlying mechanisms leading to improvements of reading performance are still unclear. Considering previous findings showing orthographic skills to influence training outcomes (Berninger et al., 1999), and also word reading performance after a reading intervention (Stage et al., 2003), it seems plausible to include orthographic knowledge when investigating potential training effects. Therefore, this dissertation aims at investigating the predictive value of orthographic knowledge for comprehension performance during the text-fading based reading training. In order to answer the first research question, two empirical papers are implemented (see Appendix A: Zarić et al., 2020 and Appendix B: Zarić & Nagler, 2021), which investigate the role of orthographic knowledge for reading at word-, sentence-, and text-level in German school children without and with reading difficulties. The study by Zarić et al. (2020) examines the incremental predictive value for explained reading variance of both word-specific and general orthographic knowledge in relation to variance amount explained by general intelligence and phonological awareness. For this purpose, data from 66 German third-graders without reading difficulties were analyzed. Correlation and multiple regression analyses have shown that word-specific and general orthographic knowledge contribute a unique significant amount to the variance of reading comprehension on word-, sentence-, and text-level, over and above the explained variance by general intelligence and phonological awareness. In order to answer the question whether word-specific and general orthographic knowledge also explain variance in children with poor reading proficiency, in addition to established predictors phonological awareness and naming speed, the data from 103 German third-graders with reading difficulties were analyzed in a second study (Zarić & Nagler, 2021). The analyses revealed that word-specific and general orthographic knowledge explain a unique significant amount of the variance of reading on word- and sentence-level. On text-level, these two components did not explain a significant amount of unique variance. Here, only phonological awareness was shown to be a significant predictor. The results indicate that the knowledge about the spelling of specific words (word-specific orthographic knowledge) and the knowledge about legal letter patterns (general orthographic knowledge) contribute to reading comprehension on word-level. Following the assumptions, for instance, of the Lexical Quality Hypothesis (Perfetti & Hart, 2002) high-quality orthographic representations are considered to be important for higher reading processes, such as comprehension. ...

show abstract

Interventionsforschung im Kontext Schule

Souvignier¹

2022

Handbuch Schulforschung

View full text Add to dashboard Cite

Modelling the relationship of accurate and fluent word recognition in primary school

Cited by 21 publications

References 53 publications

Reading comprehension on word- and sentence-level can be predicted by orthographic knowledge for German children with poor reading proficiency

Reading comprehension on word- and sentence-level can be predicted by orthographic knowledge for German children with poor reading proficiency

The role of orthographic knowledge for reading performance in German elementary school children

Interventionsforschung im Kontext Schule

Contact Info

Product

Resources

About