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Predictors of reading and spelling skills in German: The role of morphological awareness
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Abstract:
Background: The role of morphological awareness for literacy development is non-controversial, but it is likely to depend on the characteristics of a specific orthography. Previous studies analysing the role of morphological awareness are mainly based on English samples; thus, it is unclear how generalisable these results are. In the current study, we evaluated the predictive pattern of morphological awareness on reading and spelling in German, which is characterised by high consistency between morphology and orthography. While many words cannot be spelled correctly by relying on phoneme-grapheme mappings, morphological awareness can be reliably used to infer the correct spelling for many words. In contrast, morphological awareness seems less important for reading in German given the high consistency of grapheme-phoneme mappings. Therefore, we hypothesised that the predictive pattern of morphological awareness for spelling is higher than for reading due to the structure of German orthography. In addition, we examined whether the association between morphological awareness and spelling reflects specific awareness about morphemic units or rather general knowledge about frequent and permissible letter sequences in words. Method: We developed web-based tasks that allowed us to assess morphological awareness using pseudowords. Based on the data of 3,122 third and fourth graders, we analysed the predictive pattern of morphological awareness on reading and spelling after controlling for non-verbal cognitive abilities, age/grade, phoneme awareness and sublexical orthographic sensitivity. Results: We found that morphological awareness accounted for significant amounts of unique variance over and above sublexical orthographic sensitivity in both literacy measures but was a better predictor for spelling than for reading. Conclusions: The role of morphological awareness depends on the structure of a given orthography. In German, this is reflected by differences in the predictive pattern between reading and spelling skills. Furthermore, results support the specific role of morphological awareness for spelling in the German orthography.
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Keyword:
ddc:no
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URL: https://kups.ub.uni-koeln.de/57511/
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| 2 |
Genome-wide association study reveals new insights into the heritability and genetic correlates of developmental dyslexia
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In: ISSN: 1359-4184 ; EISSN: 1476-5578 ; Molecular Psychiatry ; https://hal.archives-ouvertes.fr/hal-02976104 ; Molecular Psychiatry, Nature Publishing Group, 2020, ⟨10.1038/s41380-020-00898-x⟩ (2020)
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| 3 |
Genome-wide association scan identifies new variants associated with a cognitive predictor of dyslexia
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In: ISSN: 2158-3188 ; EISSN: 2158-3188 ; Translational Psychiatry ; https://hal.archives-ouvertes.fr/hal-02158502 ; Translational Psychiatry, Nature Pub. Group, 2019, 9, pp.77. ⟨10.1038/s41398-019-0402-0⟩ (2019)
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| 4 |
Reproducibility of Brain Responses: High for Speech Perception, Low for Reading Difficulties
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In: Scientific Reports (2019)
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| 5 |
Genome-wide association scan identifies new variants associated with a cognitive predictor of dyslexia ...
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| 6 |
Genome-wide association scan identifies new variants associated with a cognitive predictor of dyslexia
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In: Translational Psychiatry, 9 (1) (2019)
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| 7 |
Genome-wide association scan identifies new variants associated with a cognitive predictor of dyslexia
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| 8 |
School-age outcomes of late-talking toddlers: Long-term effects of an early lexical deficit
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| 9 |
Genome-wide association scan identifies new variants associated with a cognitive predictor of dyslexia
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| 10 |
Reproducibility of Brain Responses: High for Speech Perception, Low for Reading Difficulties
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| 11 |
Visual attention span performance in German-speaking children with differential reading and spelling profiles: No evidence of group differences
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In: PLOS One (2018)
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| 12 |
Does the late positive component reflect successful reading acquisition? A longitudinal ERP study
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In: Neuroimage-Clinical (2018)
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| 13 |
White matter alterations and tract lateralization in children with dyslexia and isolated spelling deficits
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| 14 |
Orthographic learning in children with isolated and combined reading and spelling deficits
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| 15 |
Deficits in Letter-Speech Sound Associations but Intact Visual Conflict Processing in Dyslexia: Results from a Novel ERP-Paradigm
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In: Frontiers in Human Neuroscience (2017)
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| 16 |
Visuo-spatial cueing in children with differential reading and spelling profiles
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In: PLOS One (2017)
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| 17 |
Does the late positive component reflect successful reading acquisition? A longitudinal ERP study
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| 18 |
Deficits in Letter-Speech Sound Associations but Intact Visual Conflict Processing in Dyslexia: Results from a Novel ERP-Paradigm
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| 19 |
Visuo-spatial cueing in children with differential reading and spelling profiles
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