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Direct linkJakob Åsberg Johnels; Christian Waldmann; Maria Levlin – Journal of Research in Reading, 2024
Background: Phonological processing skills have been found to contribute to spelling development across different orthographies; however, less is known about the role of orthographic knowledge. This longitudinal study explores the contribution of phonological and orthographic knowledge to spelling development in a semi-transparent orthography…
Descriptors: Spelling, Longitudinal Studies, Scores, Secondary School Students
Liu, Duo; Chung, Kevin K. H.; McBride, Catherine – Journal of Research in Reading, 2016
The present study investigated the relationships between socioeconomic status (SES) and word reading in both Chinese (L1) and English (L2), with children's cognitive/linguistic skills considered as mediators and/or moderators. One hundred ninety-nine Chinese kindergarteners in Hong Kong with diverse SES backgrounds participated in this study. SES…
Descriptors: Chinese, English (Second Language), Second Language Learning, Second Language Instruction
Eme, Elsa; Lambert, Eric; Alamargot, Denis – Journal of Research in Reading, 2014
We analysed word reading and spelling in French adults with low levels of literacy (A-IL). As well as examining phonological and lexical processes, we explored the relationship between literacy and oral language skills. Fifty-two adult literacy students were compared with reading level-matched pupils in Years 1-3 of primary school on reading tasks…
Descriptors: French, Oral Language, Language Usage, Verbal Communication
Polse, Lara R.; Reilly, Judy S. – Journal of Research in Reading, 2015
This investigation examined orthographic and semantic processing during reading acquisition. Children in first to fourth grade were presented with a target word and two response alternatives, and were asked to identify the semantic match. Words were presented in four conditions: an exact match and unrelated foil (STONE-STONE-EARS), an exact match…
Descriptors: Semantics, Accuracy, Language Processing, Elementary School Students
