Stability of Deficits in Reading Fluency and/or Spelling

Autor/inn/en	Moll, Kristina; Gangl, Melanie; Banfi, Chiara; Schulte-Körne, Gerd; Landerl, Karin
Titel	Stability of Deficits in Reading Fluency and/or Spelling
Quelle	In: Scientific Studies of Reading, 24 (2020) 3, S.241-251 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Banfi, Chiara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2019.1659277
Schlagwörter	Reading Fluency; Spelling; Reading Difficulties; German; Foreign Countries; Phonemic Awareness; Decoding (Reading); Children; Reading Skills; Dyslexia; Germany + Suchen Sie Ihr Suchwort? Schreibweise; Reading difficulty; Leseschwierigkeit; Deutscher; Ausland; Dekodierung; Child; Kind; Kinder; Reading skill; Lesefertigkeit; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Deutschland
Abstract	Deficits in reading fluency and in spelling can dissociate during development, resulting in groups with reading deficit only (RD), spelling deficit only (SD) and combined reading and spelling deficit (RSD). The current study investigated the one-to-two-year longitudinal stability of these subgroups in 167 German-speaking children. Reading fluency deficits (irrespective of spelling skills) were stable over time, while spelling deficits were stable in the RSD-group but not in the SD-group. Lower stability in the SD-group resulted from the fact that many children improved their spelling skills over time. Improvement in spelling was associated with good performance in phoneme awareness together with intact RAN and decoding skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01