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Autor/inn/en | Davis, Claire; Bryant, Peter |
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Titel | Causal Connections in the Acquisition of an Orthographic Rule: A Test of Uta Frith's Developmental Hypothesis |
Quelle | In: Journal of Child Psychology and Psychiatry, 47 (2006) 8, S.849-856 (8 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0021-9630 |
DOI | 10.1111/j.1469-7610.2006.01597.x |
Schlagwörter | Longitudinal Studies; Children; Reading; Spelling; Orthographic Symbols; Causal Models; Correlation |
Abstract | Background: In a longitudinal study we tested Frith's causal hypothesis that children first gain orthographic knowledge through reading and then later, as a consequence, through spelling. Method: Children from Years 2 and 3 were tested three times over two years on their reading and spelling of pseudo-words which conformed to the conditional orthographic rule, the "final -e" or "split-digraph" rule. Results: Cross-lagged panel correlation analyses suggested that the children's success in reading split-digraph words was a causal determinant of their learning to use split-digraphs in spelling, in the 7- to 8-year period and, with one year-group but not with the other, in the 8- to 9-year period. In the 9- to 10-year period children's success in reading no longer seemed to affect their spelling. Conclusions: These results strongly support Frith's causal hypothesis about the development of orthographic knowledge. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |