Development of word reading fluency and spelling in a consistent orthography: An 8-year follow-up.
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Abstract
In a longitudinal study, development of word reading fluency and spelling were followed for almost 8 years. In a group of 115 students (65 girls, 50 boys) acquiring the phonologically transparent German orthography, prediction measures (letter knowledge, phonological short-term memory, phonological awareness, rapid automatized naming, and nonverbal IQ) were assessed at the beginning of Grade 1; reading fluency and spelling were tested at the end of Grade 1 as well as in Grades 4 and 8. Reading accuracy was close to ceiling in all reading assessments, such that reading fluency was not heavily influenced by differences in reading accuracy. High stability was observed for word reading fluency development. Of the…
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720
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- FWCI
- 23.48
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- 100%
- References
- 32
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Authors
2Topics & keywords
Topics
Keywords
- Fluency
- Spelling
- Rapid automatized naming
- Orthography
- Psychology
- Phonological awareness
- Reading (process)
- Phonemic awareness
UN Sustainable Development Goals
- Quality Education
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