Learning and instruction spelling predictors; investigating the role of phonological ability and rapid naming in a large cross-sectional British study

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Niolaki, G., Vousden, J., Terzopoulos, A., Taylor, L., Shepherd, D.-L., Debney, L. and Masterson, J., 2022. Learning and instruction spelling predictors; investigating the role of phonological ability and rapid naming in a large cross-sectional British study. Learning and Instruction, 80: 101635. ISSN 0959-4752

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Official URL: https://doi.org/10.1016/j.learninstruc.2022.101635

Abstract

This study aimed to identify predictors of single word spelling performance in children using a novel test containing regular, irregular words and pseudowords. We assessed reading, letter-sound knowledge, PA and RAN in children aged 4-to-12-years (N=641). Mixed model analyses with hierarchical nested data were conducted with Year_group included as 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 Yr2. We argue that a better understanding of spelling development can be achieved using tools that distinguish between regular, 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.

Item Type:

Journal article

Publication Title:

Learning and Instruction

Creators:

Niolaki, G., Vousden, J., Terzopoulos, A., Taylor, L., Shepherd, D.-L., Debney, L. and Masterson, J.

Publisher:

Elsevier

Date:

August 2022

Volume:

ISSN: