TY - JOUR
T1 - Cognitive mechanisms underlying reading and spelling development in five European orthographies
AU - Moll, Kristina
AU - Ramus, Franck
AU - Bartling, Jürgen
AU - Bruder, Jennifer
AU - Kunze, Sarah
AU - Neuhoff, Nina
AU - Streiftau, Silke
AU - Lyytinen, Heikki
AU - Leppänen, Paavo H T
AU - Lohvansuu, Kaisa
AU - Tóth, Dénes
AU - Honbolygó, Ferenc
AU - Csépe, Valéria
AU - Bogliotti, Caroline
AU - Iannuzzi, Stéphanie
AU - Démonet, Jean François
AU - Longeras, Emilie
AU - Valdois, Sylviane
AU - George, Florence
AU - Soares-Boucaud, Isabelle
AU - Le Heuzey, Marie France
AU - Billard, Catherine
AU - O'Donovan, Michael
AU - Hill, Gary
AU - Williams, Julie
AU - Brandeis, Daniel
AU - Maurer, Urs
AU - Schulz, Enrico
AU - van der Mark, Sanne
AU - Müller-Myhsok, Bertram
AU - Schulte-Körne, Gerd
AU - Landerl, Karin
PY - 2014/2
Y1 - 2014/2
N2 - 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.
AB - 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.
KW - reading development
KW - cross-linguistic
KW - orthographic consistency
KW - phonological awareness
KW - rapid automatized naming
UR - http://www.scopus.com/inward/record.url?scp=84884547321&partnerID=8YFLogxK
U2 - 10.1016/j.learninstruc.2013.09.003
DO - 10.1016/j.learninstruc.2013.09.003
M3 - Article
AN - SCOPUS:84884547321
SN - 0959-4752
VL - 29
SP - 65
EP - 77
JO - Learning and Instruction
JF - Learning and Instruction
ER -