Causal connections in the acquisition of an orthographic rule: a test of Uta Frith's developmental hypothesis / Claire DAVIS in Journal of Child Psychology and Psychiatry, 47-8 (August 2006)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 47-8 (August 2006) . - p.849–856 Titre : Causal connections in the acquisition of an orthographic rule: a test of Uta Frith's developmental hypothesis Type de document : Texte imprimé et/ou numérique Auteurs : Claire DAVIS, Auteur ; Peter BRYANT, Auteur Année de publication : 2006 Article en page(s) : p.849–856 Langues : Anglais (eng) Mots-clés : Reading-development spelling-development orthographic-knowledge conditional-rules Index. décimale : PER Périodiques Résumé : 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. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2006.01597.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=771 [article] Causal connections in the acquisition of an orthographic rule: a test of Uta Frith's developmental hypothesis [Texte imprimé et/ou numérique] / Claire DAVIS, Auteur ; Peter BRYANT, Auteur . - 2006 . - p.849–856. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 47-8 (August 2006) . - p.849–856 Mots-clés : Reading-development spelling-development orthographic-knowledge conditional-rules Index. décimale : PER Périodiques Résumé : 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. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2006.01597.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=771

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