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Direct linkBjarte Furnes; Åsa Elwér; Stefan Samuelsson; Rebecca Treiman; Richard K. Olson – Reading and Writing: An Interdisciplinary Journal, 2024
We investigated the stability and developmental interplay of word reading and spelling in samples of Swedish (N = 191) and U.S. children (N = 489) followed across four time points: end of kindergarten, grades 1, 2, and 4. Cross-lagged path models revealed that reading and spelling showed moderate to strong autoregressive effects, with reading…
Descriptors: Longitudinal Studies, Correlation, Reading Processes, Word Recognition
Furnes, Bjarte; Samuelsson, Stefan – Learning and Individual Differences, 2011
In this study, the relationship between latent constructs of phonological awareness (PA) and rapid automatized naming (RAN) was investigated and related to later measures of reading and spelling in children learning to read in different alphabetic writing systems (i.e., Norwegian/Swedish vs. English). 750 U.S./Australian children and 230…
Descriptors: Reading Difficulties, Spelling, Phonological Awareness, Word Recognition
McBride-Chang, Catherine; Cho, Jeung-Ryeul; Liu, Hongyun; Wagner, Richard K.; Shu, Hua; Zhou, Aibao; Cheuk, Cecilia S-M.; Muse, Andrea – Journal of Experimental Child Psychology, 2005
Using data provided by approximately 100 second graders each from Beijing, Hong Kong, Korea, and the United States, we investigated relations among phonological awareness, morphological structure awareness, vocabulary, and word recognition. Our results indicate that across languages, phonological awareness and morphological structure awareness are…
Descriptors: Foreign Countries, Grade 2, Word Recognition, Vocabulary Development
