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Spelling Predictors; Investigating the role of Phonological ability and rapid naming in a large cross-sectional British study

Niolaki, G. Z., Vousden, J., Taylor, L., Terzopoulos, A. R., Shepherd, D.-L., Debney, L. and Masterson, J. (2022) Spelling Predictors; Investigating the role of Phonological ability and rapid naming in a large cross-sectional British study. Learning and Instruction. 80 0959-4752.

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17039:35996
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Niolaki_etal_L&I_2022_Spelling_predictors_investigating_the_role_of_phonological_ability_and_rapid_naming_in_a_large_cross-sectional_British_study
Niolaki_etal_L_I_2022_Spelling_predictors_investigating_the_role_of_phonological_ability_and_rapid_naming_in_a_large_cross_sectional_British_study.pdf - Published Version
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Information
Abstract:
This study aimed to identify predictors of single word spelling performance in children using a novel test containing regular words, irregular words and pseudowords. We assessed reading ability, letter-sound knowledge, phonological awareness (PA) and rapid automatised naming (RAN) in children aged 4–12 years (N = 641). Mixed model analyses with hierarchical nested data were conducted with Year_group (Yr R to Yr 6) included as a factor, PA and RAN as predictors, and reading and letter-sound knowledge as covariates. For irregular word spelling, PA and RAN were significant predictors, but the associations were dependent upon the year the children attended. Interestingly, for regular words and pseudowords PA was not significantly related. For pseudowords, only RAN was a significant predictor and only in Yr 2. We argue that a better understanding of spelling development can be achieved using tools that distinguish between regular and irregular words and pseudowords, as different processes seem to be associated with the different types of letter string across the variable levels of spelling experience.
Creators:
Niolaki, G. Z., Vousden, J., Taylor, L., Terzopoulos, A. R., Shepherd, D.-L., Debney, L. and Masterson, J.
Faculties, Divisions and Institutes:
Faculties > Faculty of Health & Society > Psychology
Research Centres > Centre for Psychology and Social Sciences
Date:
1 August 2022
Date Type:
Publication
Journal or Publication Title:
Learning and Instruction
Volume:
80
Language:
English
DOI:
10.1016/j.learninstruc.2022.101635
ISSN:
0959-4752
Status:
Published / Disseminated
Refereed:
Yes
Related URLs:
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