Predicting reading and spelling difficulties in transparent and opaque orthographies: a comparison between Scandinavian and US/Australian children.
In this study, predictors of reading and spelling difficulties among children learning more transparent (Norwegian/Swedish) and less transparent (English) orthographies were examined longitudinally from preschool through Grade 2 using parallel versions of tests. A series of logistic regression analysis indicated three main findings. First, phonological awareness as a predictor of reading difficulties in the Scandinavian sample was time-limited to Grade 1, but remained as a significant predictor in the English-speaking sample. Second, phonological awareness predicted spelling difficulties similarly across orthographies. Third, preschool and kindergarten RAN was a significant predictor of reading and spelling difficulties at both Grades 1 and 2 across orthographies. The authors conclude that phonological awareness diminishes as a predictor of reading difficulties in transparent orthographies after the first years of schooling, that RAN is a better long-term predictor of reading difficulties, and that phonological awareness is associated with spelling difficulties similarly in transparent and opaque orthographies.
Furnes
Bjarte
B
National Centre for Reading Education and Research, University of Stavanger, Stavanger, Norway. bjarte.furnes@psybp.uib.no
Samuelsson
Stefan
S
D001315:Australia / Q000453:epidemiology; D002648:Child; D003431:Cross-Cultural Comparison; D004522:Educational Status; D005260:Female; D006801:Humans; D008037:Linguistics; D008297:Male; D011237:Predictive Value of Tests; D011932:Reading; D012537:Scandinavian and Nordic Countries / Q000453:epidemiology; D013067:Speech Perception; D014481:United States / Q000453:epidemiology; D014705:Verbal Behavior