Awareness of Language in Children Who Have Reading Difficulties: Historical Comparisons in a Longitudinal Study / Peter BRYANT in Journal of Child Psychology and Psychiatry, 39-4 (May 1998)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 39-4 (May 1998) . - p.501-510 Titre : Awareness of Language in Children Who Have Reading Difficulties: Historical Comparisons in a Longitudinal Study Type de document : Texte imprimé et/ou numérique Auteurs : Peter BRYANT, Auteur ; Terezinha NUNES, Auteur ; Miriam BINDMAN, Auteur Année de publication : 1998 Article en page(s) : p.501-510 Langues : Anglais (eng) Mots-clés : Language disorder  spelling disorder  school children  language  learning  reading  spelling Index. décimale : PER Périodiques Résumé : We look at the awareness of grammatical distinctions in children with reading difficulties, and at their ability to use this awareness in order to learn about the conventional spellings for morphemes like ”ed“ at the end of past verbs. Using longitudinal methods we show that, initially, children who are to become poor readers are actually better in this aspect of spelling and also in grammatical awareness tasks than younger children of the same reading level: but they are worse than these other children in tasks that tax their knowledge of phonologically based letter-sound correspondences. Later on, however, the poor readers lose their initial advantages in the conventional spelling of morphemes. We conclude that poor readers are initially held back by a failure to learn about letter-sound correspondences, and that this deprives them of successful reading experience, which in turn hampers the growth of their grammatical awareness and their learning how to spell morphemes. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=123 [article] Awareness of Language in Children Who Have Reading Difficulties: Historical Comparisons in a Longitudinal Study [Texte imprimé et/ou numérique] / Peter BRYANT, Auteur ; Terezinha NUNES, Auteur ; Miriam BINDMAN, Auteur . - 1998 . - p.501-510. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 39-4 (May 1998) . - p.501-510 Mots-clés : Language disorder  spelling disorder  school children  language  learning  reading  spelling Index. décimale : PER Périodiques Résumé : We look at the awareness of grammatical distinctions in children with reading difficulties, and at their ability to use this awareness in order to learn about the conventional spellings for morphemes like ”ed“ at the end of past verbs. Using longitudinal methods we show that, initially, children who are to become poor readers are actually better in this aspect of spelling and also in grammatical awareness tasks than younger children of the same reading level: but they are worse than these other children in tasks that tax their knowledge of phonologically based letter-sound correspondences. Later on, however, the poor readers lose their initial advantages in the conventional spelling of morphemes. We conclude that poor readers are initially held back by a failure to learn about letter-sound correspondences, and that this deprives them of successful reading experience, which in turn hampers the growth of their grammatical awareness and their learning how to spell morphemes. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=123

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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