[article] 
inJournal of Child Psychology and Psychiatry > 50-8 (August 2009) . - p.893-901

Titre :	Persistence of literacy problems: spelling in adolescence and at mid-life
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Barbara MAUGHAN, Auteur ; Michael RUTTER, Auteur ; William YULE, Auteur ; Margaret J. SNOWLING, Auteur ; Andrew PICKLES, Auteur ; Stephan COLLISHAW, Auteur ; J. MESSER, Auteur
Année de publication :	2009
Article en page(s) :	p.893-901
Langues :	Anglais (eng)
Mots-clés :	Developmental reading-problems follow-up spelling epidemiology continuity reading-disorder
Index. décimale :	PER Périodiques
Résumé :	Background: Developmental reading problems show strong persistence across the school years; less is known about poor readers' later progress in literacy skills. Method: Poor (n = 42) and normally developing readers (n = 86) tested in adolescence (ages 14/15 years) in the Isle of Wight epidemiological studies were re-contacted at mid-life (ages 44/45 years). Participants completed a spelling test, and reported on educational qualifications, perceived adult spelling competence, and problems in day-to-day literacy tasks. Results: Individual differences in spelling were highly persistent across this 30-year follow-up, with correlations between spelling at ages 14 and 44 years of r = .91 (p < .001) for poor readers and r = .89 (p < .001) for normally developing readers. Poor readers' spelling remained markedly impaired at mid-life, with some evidence that they had fallen further behind over the follow-up period. Taking account of adolescent spelling levels, continued exposure to reading and literacy demands in adolescence and early adulthood was independently predictive of adult spelling in both samples; family social background added further to prediction among normally developing readers only. Conclusions: By adolescence, individual differences in spelling and its related sub-skills are highly stable. Encouraging young people with reading disabilities to maintain their exposure to reading and writing may be advantageous in the longer term.
En ligne :	http://dx.doi.org/10.1111/j.1469-7610.2009.02079.x
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=787

[article] Persistence of literacy problems: spelling in adolescence and at mid-life [Texte imprimé et/ou numérique] / Barbara MAUGHAN, Auteur ; Michael RUTTER, Auteur ; William YULE, Auteur ; Margaret J. SNOWLING, Auteur ; Andrew PICKLES, Auteur ; Stephan COLLISHAW, Auteur ; J. MESSER, Auteur . - 2009 . - p.893-901.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 50-8 (August 2009) . - p.893-901

Mots-clés :	Developmental reading-problems follow-up spelling epidemiology continuity reading-disorder
Index. décimale :	PER Périodiques
Résumé :	Background: Developmental reading problems show strong persistence across the school years; less is known about poor readers' later progress in literacy skills. Method: Poor (n = 42) and normally developing readers (n = 86) tested in adolescence (ages 14/15 years) in the Isle of Wight epidemiological studies were re-contacted at mid-life (ages 44/45 years). Participants completed a spelling test, and reported on educational qualifications, perceived adult spelling competence, and problems in day-to-day literacy tasks. Results: Individual differences in spelling were highly persistent across this 30-year follow-up, with correlations between spelling at ages 14 and 44 years of r = .91 (p < .001) for poor readers and r = .89 (p < .001) for normally developing readers. Poor readers' spelling remained markedly impaired at mid-life, with some evidence that they had fallen further behind over the follow-up period. Taking account of adolescent spelling levels, continued exposure to reading and literacy demands in adolescence and early adulthood was independently predictive of adult spelling in both samples; family social background added further to prediction among normally developing readers only. Conclusions: By adolescence, individual differences in spelling and its related sub-skills are highly stable. Encouraging young people with reading disabilities to maintain their exposure to reading and writing may be advantageous in the longer term.
En ligne :	http://dx.doi.org/10.1111/j.1469-7610.2009.02079.x
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=787