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Methodological Issues in Literacy Research Across Languages: Evidence From Alphabetic Orthographies
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In: ISSN: 0034-0553 ; Reading Research Quarterly ; https://hal.archives-ouvertes.fr/hal-03351326 ; Reading Research Quarterly, International Reading Association, 2021, S1 (S1), pp.S351-S370. ⟨10.1002/rrq.407⟩ (2021)
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Handwriting Legibility and Its Relationship to Spelling Ability and Age: Evidence From Monolingual and Bilingual Children
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In: Front Psychol (2020)
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Learning to read and spell words in different writing systems
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Spatial Orienting of Attention in Dyslexic Adults using Directional and Alphabetic Cues
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Common Patterns of Prediction of Literacy Development in Different Alphabetic Orthographies
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Caravolas, Markéta; Lervåg, Arne; Mousikou, Petroula; Efrim, Corina; Litavský, Miroslav; Onochie-Quintanilla, Eduardo; Salas, Naymé; Schöffelová, Miroslava; Defior, Sylvia; Mikulajová, Marína; Seidlová-Málková, Gabriela; Hulme, Charles. - : SAGE Publications, 2012
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Abstract:
Previous studies have shown that phoneme awareness, letter-sound knowledge, rapid automatized naming (RAN), and verbal memory span are reliable correlates of learning to read in English. However, the extent to which these different predictors have the same relative importance in different languages remains uncertain. In this article, we present the results from a 10-month longitudinal study that began just before or soon after the start of formal literacy instruction in four languages (English, Spanish, Slovak, and Czech). Longitudinal path analyses showed that phoneme awareness, letter-sound knowledge, and RAN (but not verbal memory span) measured at the onset of literacy instruction were reliable predictors, with similar relative importance, of later reading and spelling skills across the four languages. These data support the suggestion that in all alphabetic orthographies, phoneme awareness, letter-sound knowledge, and RAN may tap cognitive processes that are important for learning to read.
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Keyword:
Research Articles
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URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3724272 http://www.ncbi.nlm.nih.gov/pubmed/22555967 https://doi.org/10.1177/0956797611434536
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Common Patterns of Prediction of Literacy Development in Different Alphabetic Orthographies
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