Caralovas, M., Lervåg, A., Mikulajova, M., Defior, S., Seidlová-Málková, G. & Hulme, C. (2019). A cross-linguistic, longitudinal study of the foundations of decoding and reading comprehension ability. Scientific Studies of Reading,23(5), K. Landerl. 386-402. United States of America: Routledge. Retrieved from https://doi.org/10.1080/10888438.2019.1580284
The present study investigated the moderating role of orthographic consistency on the development of reading comprehension in four language groups (English, n = 179; Spanish, n = 188; Czech, n = 135; Slovak, n = 194) from kindergarten to Grade 2. In all languages, early variations in phoneme awareness/letter knowledge, rapid automatised naming, and emerging decoding skills, but not oral language, predicted variations in decoding skills at the end of Grade 1; these in turn predicted reading comprehension in Grade 2. For the three consistent orthographies (Spanish, Slovak, and Czech), kindergarten language skills were another significant predictor of Grade 2 reading comprehension. This effect was absent in the English sample, where variations in decoding skills were a more powerful predictor. These results provide the first longitudinal evidence for effects of orthographic consistency on the development of reading comprehension and provide support for the simple view of reading.
Institute for Learning Sciences and Teacher Education
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