Cognitive mechanisms underlying reading and spelling development in five European orthographies
ARTICLE
Kristina Moll, Department of Psychology, Austria ; Franck Ramus, Laboratoire de Sciences Cognitives et Psycholinguistique, France ; Jürgen Bartling, Jennifer Bruder, Sarah Kunze, Nina Neuhoff, Silke Streiftau, Department of Child and Adolescent Psychiatry and Psychotherapy, Germany ; Heikki Lyytinen, Paavo H.T. Leppänen, Kaisa Lohvansuu, Department of Psychology, Finland ; Dénes Tóth, Ferenc Honbolygó, Valéria Csépe, Institute for Psychology, Hungary ; Caroline Bogliotti, Laboratoire de Sciences Cognitives et Psycholinguistique, France ; Stéphanie Iannuzzi, Unité de Neurologie Pédiatrique, France ; Jean-François Démonet, Inserm U825, France ; Emilie Longeras, Laboratoire de Sciences Cognitives et Psycholinguistique, France ; Sylviane Valdois, Laboratoire de Psychologie et NeuroCognition UMR 5105 CNRS, France ; Florence George, Centre de Référence des Troubles d'apprentissages, France ; Isabelle Soares-Boucaud, Centre de Référence pour les Troubles des Apprentissages, France ; Marie-France Le Heuzey, Service de Psychopathologie de l'enfant et de l'adolescent, France ; Catherine Billard, Centre de Référence sur les Troubles des Apprentissages, France ; Michael O'Donovan, Gary Hill, Julie Williams, MRC Centre for Neuropsychiatric Genetics and Genomics, United Kingdom ; Daniel Brandeis, Urs Maurer, Enrico Schulz, Department of Child and Adolescent Psychiatry, Switzerland ; Sanne van der Mark, Neuroscience Center Zurich, Switzerland ; Bertram Müller-Myhsok, Max Planck Institute of Psychiatry, Germany ; Gerd Schulte-Körne, Department of Child and Adolescent Psychiatry and Psychotherapy, Germany ; Karin Landerl, Department of Psychology, Austria
Learning and Instruction Volume 29, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd
Abstract
This paper addresses the question whether the cognitive underpinnings of reading and spelling are universal or language/orthography-specific. We analyzed concurrent predictions of phonological processing (awareness and memory) and rapid automatized naming (RAN) for literacy development in a large European sample of 1062 typically developing elementary school children beyond Grade 2 acquiring five different alphabetic orthographies with varying degrees of grapheme–phoneme consistency (English, French, German, Hungarian, Finnish). Findings indicate that (1) phonological processing and RAN both account for significant amounts of unique variance in literacy attainment in all five orthographies. Associations of predictors with reading speed, reading accuracy, and spelling are differential: in general, RAN is the best predictor of reading speed while phonological processing accounts for higher amounts of unique variance in reading accuracy and spelling; (2) the predictive patterns are largely comparable across orthographies, but they tend to be stronger in English than in all other orthographies.
Citation
Moll, K., Ramus, F., Bartling, J., Bruder, J., Kunze, S., Neuhoff, N., Streiftau, S., Lyytinen, H., Leppänen, P.H.T., Lohvansuu, K., Tóth, D., Honbolygó, F., Csépe, V., Bogliotti, C., Iannuzzi, S., Démonet, J.F., Longeras, E., Valdois, S., George, F., Soares-Boucaud, I., Le Heuzey, M.F., Billard, C., O'Donovan, M., Hill, G., Williams, J., Brandeis, D., Maurer, U., Schulz, E., van der Mark, S., Müller-Myhsok, B., Schulte-Körne, G. & Landerl, K. (2014). Cognitive mechanisms underlying reading and spelling development in five European orthographies. Learning and Instruction, 29(1), 65-77. Elsevier Ltd. Retrieved March 28, 2024 from https://www.learntechlib.org/p/199384/.
This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.
Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2013.09.003