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ERIC Number: ED656922
Record Type: Non-Journal
Publication Date: 2024
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-0965
EISSN: N/A
Do the Relations of Vocabulary and Attentional Control with Word Reading and Spelling Change as a Function of Development and Spelling Scoring Method?
Youngsun Moon; Young-Suk Grace Kim
Grantee Submission, Journal of Experimental Child Psychology v246 Article 106019 2024
The current study examined the potentially changing relations of vocabulary knowledge and attentional control with word reading and spelling from Grade 2 to Grade 4. Spelling was scored using a conventional correctness score and an alternative nonbinary scoring method that reflects the degree of correctness (i.e., text distance). A total of 165 Grade 2 English-speaking children in the United States were longitudinally followed from Grade 2 to Grade 4 with annual assessments on word reading, spelling, vocabulary, and attentional control. Results from multiple linear regression models in each grade revealed that spelling was significantly related with vocabulary in Grades 3 and 4 and to attentional control in Grades 2 and 3. A reverse pattern emerged for word reading, where word reading was significantly related with vocabulary only in Grade 2 and to attentional control only in Grade 4. The results were similar for either spelling scoring method. Our findings underscore the dynamic relations of vocabulary and attentional control with word reading and spelling for children in Grades 2 to 4. Nonbinary scoring methods for spelling such as text distance might not provide additional insights compared with conventional correctness scores for the relations of vocabulary and attentional control with spelling.
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Grade 2; Primary Education; Grade 3; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED); Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A130131; R305A180055; R305A170113; P50HD052120