Examining Word Factors and Child Factors for Acquisition of Conditional Sound-Spelling Consistencies: A Longitudinal Study

Autor/inn/en	Kim, Young-Suk Grace; Petscher, Yaacov; Park, Younghee
Titel	Examining Word Factors and Child Factors for Acquisition of Conditional Sound-Spelling Consistencies: A Longitudinal Study
Quelle	In: Scientific Studies of Reading, 20 (2016) 4, S.265-282 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Petscher, Yaacov)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2016.1162794
Schlagwörter	Longitudinal Studies; Preschool Children; Kindergarten; Spelling; Phoneme Grapheme Correspondence; Korean; Individual Differences; Accuracy; Emergent Literacy; Phonological Awareness; Morphology (Languages); Language Acquisition; Factor Analysis; Foreign Countries; South Korea + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Schreibweise; Koreanisch; Individueller Unterschied; Frühleseunterricht; Morphology; Morphologie; Sprachaneignung; Spracherwerb; Faktorenanalyse; Ausland; Korea; Republik
Abstract	It has been suggested that children acquire spelling by picking up conditional sound-spelling consistencies. To examine this hypothesis, we investigated how variation in word characteristics (words that vary systematically in terms of phoneme-grapheme correspondences) and child factors (individual differences in the ability to extract phonological, morphological, and orthographic information) simultaneously relates to spelling accuracy. A total of 143 Korean-speaking children were assessed on spelling 4 times from prekindergarten to kindergarten. Words in the spelling task systematically varied in orthographic transparency stemming from phonological shifts. At Time 1 they were also assessed on emergent literacy or linguistic awareness skills (e.g., phonological awareness, morphological awareness, letter-name knowledge). Explanatory item response model revealed that (a) growth trajectories of spelling differed as a function of orthographic transparency, and (b) the effect of emergent literacy skills on words of varying transparency differed as a function of children's emergent literacy skill levels and time. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01