Studies in Written Language and Literacy

doi:10.1075/swll

Cited by 11 publications

(1 citation statement)

References 166 publications

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“…With one exception (the reciprocal relations between reading and spelling in Greek between the end of Grade 1 and the beginning of Grade 2), our findings were in line with Frith's hypothesis. This pattern of relations is similar to those of previous studies (see Ahmed et al, 2014;Caravolas et al, 2001;Davis & Bryant, 2006;M€ aki et al, 2002) and suggests that, once children master some basic decoding skills, their ability to read words correctly facilitates their subsequent ability to spell words correctly. Spelling may be important for subsequent reading only in earlier phases of literacy development (see Caravolas et al, 2001;Lepp€ anen et al, 2006; for supporting evidence), or among children in later grades who continue to experience reading/spelling difficulties (e.g., Conrad, 2008), but neither of these assumptions were examined in this study.…”

Section: Discussionsupporting

confidence: 89%

Reading and Spelling Development Across Languages Varying in Orthographic Consistency: Do Their Paths Cross?

et al. 2019

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We examined the cross‐lagged relations between reading and spelling in five alphabetic orthographies varying in consistency (English, French, Dutch, German, and Greek). Nine hundred and forty‐one children were followed from Grade 1 to Grade 2 and were tested on word and pseudoword reading fluency and on spelling to dictation. Results indicated that the relations across languages were unidirectional: Earlier reading predicted subsequent spelling. However, we also found significant differences between languages in the strength of the effects of earlier reading on subsequent spelling. These findings suggest that, once children master decoding, the observed differences between languages are not related to the direction of the effects but to the strength of the effects from reading to spelling. Theoretical and practical implications are discussed.

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