Reading and Spelling Skills in Transparent Orthographies: Phonological Encoding and Rapid Automatized Naming in Turkish

Candan, Ecehan; Babür, Nalan; Haznedar, Belma; Erçetin, Gülcan

doi:10.1007/978-3-030-38811-9_12

Cited by 3 publications

(3 citation statements)

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“…However, spelling skill at the end of Grade 2 was predicted equally by phonological awareness and naming speed. Regarding Frith's stage model (1985), on the other hand, the results of the study are compatible with the ones reported in Sönmez (2015) and Candan, Babür, Haznedar & Erçetin (2020). These studies investigated the phonological encoding skills and RAN performance of third and fourth graders.…”

Section: The Role Of Phonological Encoding and Ran In Word Reading And Word Spellingsupporting

confidence: 89%

The role of phonological knowledge and rapid naming in the development of spelling and reading in Turkish

Korkmaz¹,

Babür²,

Haznedar³

2020

Dil Ve Dilbilimi Çalışmaları Dergisi

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This study explores reading and spelling development of Turkish-speaking children in Grade 1 and 2. We examined predictors of word spelling and reading skills as well as the developmental relationship between spelling and reading abilities. Our major focus was on the role of phonological encoding skills and rapid automatized naming (RAN) in reading and spelling. Data were gathered from 71 students and analyzed quantitatively. The results showed that phonological encoding was a significant predictor of spelling skills while RAN was a strong predictor of reading skills in Turkish. Besides, phonological encoding significantly contributed to the reading skills of the second graders while it did not account for significant amounts of variance in word reading ability of the first graders.

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Section: The Role Of Phonological Encoding and Ran In Word Reading And Word Spellingsupporting

confidence: 89%

The role of phonological knowledge and rapid naming in the development of spelling and reading in Turkish

Korkmaz¹,

Babür²,

Haznedar³

2020

Dil Ve Dilbilimi Çalışmaları Dergisi

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“…Speculatively, this might be one reason for why we failed to find a unique predictive role of early phonological recoding in spelling development in our study cohort. Indeed, in prior research in semi‐transparent orthographies, the unique predictive role of phonological skills tends to wane with development among population samples (Candan et al, 2020; Furnes & Samuelsson, 2011). Another plausible reason why we did not find a consistent influence of phonological skills on spelling development could be the choice of the assessment instrument.…”

Section: Discussionmentioning

confidence: 99%

“…For example students learn to read (Seymour et al, 2003) and spell (Treimann et al, 2023) more quickly in shallow (e.g., Finnish and Italian) than in deep (e.g., English and French) orthographies. Further, orthographic complexity seems to have a moderating effect on the relation between phonological processing skills and reading/spelling development (Candan et al, 2020; Furnes & Samuelsson, 2011; Landerl & Wimmer, 2008). For example, letter knowledge and phonemic awareness have been found to significantly predict spelling development in both English and more transparent orthographies; however in transparent orthographies the influence of these predictors tend to diminish after the initial learning phase (see overview in Caravolas, 2004).…”

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confidence: 99%

Tracing the longitudinal role of orthographic knowledge in spelling development from primary to upper‐secondary school

Åsberg Johnels,

Waldmann,

Levlin

2024

Journal Research in Reading

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BackgroundPhonological processing skills have been found to contribute to spelling development across different orthographies; however, less is known about the role of orthographic knowledge. This longitudinal study explores the contribution of phonological and orthographic knowledge to spelling development in a semi‐transparent orthography (Swedish) across a period of 10 years.MethodsA group of Swedish speaking children were assessed on phonological recoding (phonological choice‐task), orthographic knowledge (choice‐task) and spelling (dictation task) in primary school (grade 2, age 8, total N = 99), secondary school (grade 8, age 14, N = 99) and again in upper secondary school (year 2, age 17, N = 79). Furthermore, spelling in a natural writing assignment was collected in upper secondary school. Spelling scores from grade 8 (dictation) and year 2 in upper secondary school (dictation and text) were included as dependent variables in three sets of hierarchical regression analyses. In the first step spelling performance in grade 2 was included to control for the autoregressive effect. In the second step, orthographic knowledge and phonological recoding from grade 2 were entered into the model in order to test for the longitudinal prediction.ResultsTest scores within and across ages were significantly correlated in bivariate analysis. Regression analysis revealed that orthographic knowledge in grade 2 was a unique longitudinal predictor of spelling performance across time‐points (secondary and upper secondary school) and assessment formats (dictation and text), beyond the contribution of the control variables.ConclusionsThis study confirms the role of early orthographic knowledge in Swedish spelling development throughout the school years assessed in standardized dictation tasks as well as in naturalistic writing assignments.

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Examining Effectiveness of Rapid Automatized Naming and Reading Skills in Identifying Gifted Students

2022

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The aim of this study was to determine the effectiveness of Rapid Automatized Naming (RAN) and reading skills in distinguishing gifted students from their non-gifted peers. A total of 260 third grade students participated in the study. Of these students, 144 were gifted, while the others were not. As the data collection tools, personal information form, reading text, and the RAN test were used. The RAN test scores (time for naming shapes, colors, numbers, and letters), reading speed, and rate of accuracy in reading were the main variables of the research. In the research, correlational research was used as the method, logistic regression and MANOVA were used for the data analysis. The results of the study showed that all predictive variables (reading rate, reading accuracy, time for naming shapes and time for naming numbers) are significant predictors of giftedness, except for variables related to time for naming letters and colors, and that there was a statistically significant difference between gifted and non-gifted students in terms of the RAN scores regarding all sub-tests and reading variables. According to the research findings, it can be suggested that evidence on time for naming numbers and shapes, reading rate, and accuracy skills can be used as additional supporting components in distinguising gifted students from their non-gifted peers.

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Reading and Spelling Skills in Transparent Orthographies: Phonological Encoding and Rapid Automatized Naming in Turkish

Cited by 3 publications

References 53 publications

The role of phonological knowledge and rapid naming in the development of spelling and reading in Turkish

The role of phonological knowledge and rapid naming in the development of spelling and reading in Turkish

Tracing the longitudinal role of orthographic knowledge in spelling development from primary to upper‐secondary school

Examining Effectiveness of Rapid Automatized Naming and Reading Skills in Identifying Gifted Students

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