Predictors of adult spelling in an orthography of intermediate depth

Abstract

What is the hallmark of a good speller? Spelling is a critical component in learning to become literate, but how it works in literate adults remains poorly explored. We examined word and pseudoword spelling in 214 adults in relation to general cognitive abilities, vocabulary, reading history, reading performance, phonological processing and rapid automatized naming. We conducted hierarchical multiple regression analyses to uncover predictors of spelling performance and compared a subsample of good and poor spellers to identify patterns of cognitive and language abilities associated with high vs. low spelling ability. In the regression model under test, which progressed from general cognitive and language abilities to specific reading-related skills, the most important predictor for word spelling was vocabulary, and for pseudoword spelling phonological processing (phoneme deletion). The model explained 20% of word spelling, and 8% of pseudoword spelling, variance. Good spellers outperformed poor spellers in reading connected text and pseudowords, and in phonological processing; poor spellers typically had a history of reading difficulties but similar levels of cognitive ability, word reading and RAN performance. Overall, our findings indicate that adult spelling relies more strongly on word knowledge than on reading proficiency and that, as in literacy acquisition, good phonology-related abilities are a hallmark of proficient adult spellers.

Duration perception for visual stimuli is impaired in dyslexia but deficits in visual processing may not be the culprits

“…The screening to first grade students was chosen by convenience, because they had the largest classes. The diagnosis of dyslexia (vs. normal reading skills) was confirmed in a first data collection session, where all participants were screened for personal and family health-, learning-, and language-related issues and then underwent an extensive battery of tests to assess adult dyslexia [ 61 , see also 62 ]. We assessed the potential for reading difficulties with the Portuguese version of the Adult Reading History Questionnaire (Questionário de História de Leitura, QHL) 63 .…”

“…We established that, to be included in the dyslexic group, participants should demonstrate altered performance both in a reading test (as indexed by TIL, 3DM, and/or QHL scores) and in a reading-related test (as indexed by phonological awareness, i.e., phoneme deletion, spoonerisms, and/or phonological acronyms, or RAN). Altered performance was defined as having scores at least 1.5 SD below the average of an adult reference sample (mean schooling years = 13.4) 62 ; except for TIL 60 , where a cut-off of 13 was used, and for WAIS-III measures, where performance was leveled according to standardized scores 65 . All participants in the study had within- or above-average non-verbal ability as indexed by WAIS-III Matrix Reasoning.…”

Time perception for visual stimuli is impaired in dyslexia but deficits in visual processing may not be the culprits

“…The other nine were 1 st grade students from our university who were screened with the Reading Age Test -TIL, testing the ability to decode and comprehend 36 sentences in one-minute (Fernandes et al, 2017). The diagnosis of dyslexia (vs. normal reading skills) was confirmed in a first data collection session where all participants underwent an extensive battery of tests to assess adult dyslexia (Faísca et al, 2019; see also Mesquita et al, 2022). We assessed the potential for reading difficulties with the Portuguese version of the Adult Reading History Questionnaire (Questionário de História de Leitura, QHL; Alves & Castro, 2005).…”

“…We initially established that, to be included in the dyslexic group, participants should demonstrate altered performance both in a reading test (as indexed by TIL, 3DM, and/or QHL scores) and in a reading-related test (as indexed by phonological awareness, i.e., phoneme deletion, spoonerisms, and/or phonological acronyms, or RAN). Altered performance was defined as having scores at least 1.5 SD below the average of an adult reference sample (mean schooling years = 13.4; Mesquita et al, 2022); except for TIL (Fernandes et al, 2017), where a cut-off of 13 was used, and for WAIS-III measures, where performance was leveled according to standardized scores (Wechsler, 2008). All participants in the study had within-or above-average non-verbal ability as indexed by WAIS-III Matrix Reasoning.…”

Equivalence of Computer- and Paper-Based Administrations of the SCHNAPP Spelling Test in German for Six-Year-Old Children

“…Spelling abilities are an important foundation for educational and occupational success (e.g., Pan et al, 2021). That is why already in the first grades of primary school, spelling competence emerges as an influential predictor of later-life abilities (e.g., Caravolas et al, 2001; Landerl & Wimmer, 2008; Mesquita et al, 2022). To prevent long-lasting disadvantages resulting from poor spelling skills, it is important to identify children with deficits in spelling abilities early in their school careers.…”