The recognition of letters in emergent literacy in German: evidence from a longitudinal study

Schmitterer, Alexandra M.A.; Schroeder, Sascha

doi:10.1111/1467-9817.12116

Cited by 7 publications

(4 citation statements)

References 35 publications

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“…In line with previous research (Cataldo Landerl and Wimmer, 2008;Diamanti et al, 2017;Schmitterer and Schroeder, 2018), the results revealed that kindergarten proficiency in phonological processing skills significantly predicted performance in spelling and reading during Grade 1, even after adding the respective autoregressor. A novel finding of the current study was that when identifying predictors that are specifically related to either reading or spelling by controlling for the respective other literacy skill (step 4), phonological processing turned out to be specifically related to spelling and to the variance shared between reading and spelling, but not to the variance related to reading only.…”

Section: Discussionsupporting

confidence: 90%

“…The strongest and most consistently reported phonological predictor of literacy skills is phoneme awareness (i.e., the ability to identify and manipulate individual sounds) (phonemes) in spoken words. Numerous empirical studies underscore the robust relationship between phoneme awareness and literacy skills (Cataldo and Ellis, 1988;Landerl and Wimmer, 2008;Diamanti et al, 2017;Schmitterer and Schroeder, 2018), especially in the early phases of development (Babayigit and Stainthorp, 2010;Nielsen and Juul, 2016). The significance of phoneme awareness as a predictor of literacy skills transcends linguistic and writing system boundaries (Furnes and Samuelsson, 2009).…”

Section: Phonological Processing Skillsmentioning

confidence: 99%

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Early cognitive predictors of spelling and reading in German-speaking children

Sigmund,

Mehlhase,

Schulte-Körne

et al. 2024

Front. Educ.

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Theoretical backgroundWhile reading and spelling skills often are interconnected in models of literacy development, recent research suggests that the two skills can dissociate and that reading and spelling are associated with at least partly different cognitive predictors. However, previous research on dissociations between reading and spelling skills focused on children who have already mastered the first phases of literacy development. These findings suggest that dissociations are due to distinct deficits in orthographic processing (i.e., unprecise orthographic representations vs. inefficient serial processing). It is therefore unclear whether dissociations already become apparent during the initial stages, or rather emerge later in development. This study aims to enhance the understanding of the predictors of early spelling and reading skills, investigating potential variations, by considering various cognitive factors beyond well-established ones.MethodsData were collected at two time points: cognitive predictors and early reading and spelling skills were assessed at the end of kindergarten (T1) before formal literacy instruction started, and reading and spelling skills were again assessed in Grade 1 (T2). The data analysis included 353 first-grade participants. Linear regression analyses assessed predictive patterns, while logistic regression analyses explained children's likelihood of belonging to different proficiency groups (at-risk or typical skills).ResultsResults revealed phonological processing, letter knowledge, and intelligence, as significant predictors for Spelling in grade 1 (T2), even after adding the autoregressor (Spelling in kindergarten at T1) and the respective other literacy skill (Reading T2). For Reading in grade 1 (T2), phonological processing, and rapid automatized naming (RAN) surfaced as significant predictors after adding the autoregressor (Reading T1). However, only RAN surfaced as a significant predictor for Reading T2 after adding the respective other literacy skill (Spelling T2). In line with these findings, logistic regression analyses revealed that phonological processing predicted group allocation for Spelling T2 and RAN predicted group allocation for Reading T2.ConclusionsOverall, the study underscores the importance of phonological processing and letter knowledge as early predictors of spelling and reading skills in Grade 1. Moreover, intelligence is identified as a predictor for early spelling, while rapid automatized naming (RAN) emerges as a predictor for early reading.

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Section: Discussionsupporting

confidence: 90%

Section: Phonological Processing Skillsmentioning

confidence: 99%

Early cognitive predictors of spelling and reading in German-speaking children

Sigmund,

Mehlhase,

Schulte-Körne

et al. 2024

Front. Educ.

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“…In line with this, Zhang and Bingham (2019) suggested that writing instruction delivered by teachers not only enhances children's writing skills but also improves their reading skills. Before starting school, it should be noted that children often have difficulty distinguishing non-alphabetic symbols from letters (Schmitterer & Schroeder, 2018). Children's awareness of this issue can be enhanced by providing them with opportunities to engage in activities that promote these skills from an early age.…”

Section: Relations Between Writing Readiness Skills and Print Awarene...mentioning

confidence: 99%

The examination of the variables affecting the print awareness skills of six-year-old children attending kindergarten

COŞKUN

2023

E-Kafkas Eğitim Araştırmaları Dergisi

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This study examined the relations between maternal education, children’s gender, writing readiness skills, and print awareness skills. Three hundred and sixteen 6-year-old children (183 girls and 133 boys) were assessed on writing readiness skills and print awareness skills. Spearman correlation coefficients were calculated to determine if there were significant relationships among maternal education, children’s gender, writing readiness skills, and print awareness skills. Also, a regression analysis was performed to measure the predictive strength of the variables on print awareness skills. The results showed that while the writing readiness skills were related to children’s print awareness skills; gender and maternal education were not correlated to print awareness skills. Regression analysis indicated that writing readiness skill is a predictor of print awareness skills. Writing readiness skills accounting for approximately 8% of the variance in print awareness skills. Findings are discussed in relation to the importance of understanding the connection between maternal education, children’s gender, writing readiness skills, and print awareness skills in supporting literacy development. These findings have important implications for practitioners as they work to involve determining the predictive power of writing skills and to support children in terms of these skills.

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“…Orthographic knowledge (print conventions) refers to knowledge of the written structure of a particular language and consists of orthographic (visual) symbols in written words that help to identify words ( Abu-Rabia et al, 2013 ). The ability to recognize letters based on visual aspects affects the development of early literacy, and exposure to words is enough to bring about orthographic learning ( Schmitterer and Schroeder, 2018 ). It has been found that children learn to identify visual features of letters from the age of three, and when asked to write at this age, they usually do not use drawings as a form of writing ( Gombert and Fayol, 1992 ).…”

Section: Introductionmentioning

confidence: 99%

Early Numeracy and Literacy Skills Among Monolingual and Bilingual Kindergarten Children

Bar

Shaul

2021

Front. Psychol.

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Early numeracy and literacy skills are all the knowledge that children acquire spontaneously and independently before entering school and beginning formal learning. This knowledge is essential and forms the basis for the acquisition of reading and arithmetic in school. A bilingual child is a child who is fluent in two languages, as opposed to a monolingual child who is exposed to only one language. Bilingualism has been found to affect verbal and mathematical abilities in children, but only a few studies have focused on the early numeracy and literacy skills of preschoolers. This study examined the connection between early numeracy and literacy skills and among monolingual children as compared to bilingual children in preschool. Three hundred and two children aged 5–6years old were recruited from 74 kindergartens. Participants were divided into two groups: 151 monolingual children who spoke and were exposed to only one language (Hebrew) and 151 bilingual children who spoke and were exposed to two languages (the bilingual children spoke different languages). Monolingual children performed better than the bilingual children in most of the literacy tasks, except for phonological awareness, in which no differences were found between the groups. In addition, in the early numeracy tasks, a difference was found only in the task, which included linguistic knowledge, number knowledge, and counting tasks, in which the monolingual children performed better. Furthermore, stronger correlations were found between the early numeracy and literacy skills among the monolingual group compared to the bilingual group. The study findings stress the importance of strengthening linguistic abilities, such as vocabulary expansion in kindergarten among populations in which more than one language is spoken. Supporting these abilities can reduce the gap between bilingual children and their monolingual classmates before entering school.

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The recognition of letters in emergent literacy in German: evidence from a longitudinal study

Cited by 7 publications

References 35 publications

Early cognitive predictors of spelling and reading in German-speaking children

Early cognitive predictors of spelling and reading in German-speaking children

The examination of the variables affecting the print awareness skills of six-year-old children attending kindergarten

Early Numeracy and Literacy Skills Among Monolingual and Bilingual Kindergarten Children

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