Component processes of early reading, spelling, and narrative writing skills in Turkish: a longitudinal study

Babayiğit, S. and Stainthorp, R. W. (2010) Component processes of early reading, spelling, and narrative writing skills in Turkish: a longitudinal study. Reading and writing: an interdisciplinary journal, 23 (5). pp. 539-568. ISSN 0922-4777 doi: 10.1007/s11145-009-9173-y

Abstract/Summary

The study examined: (a) the role of phonological, grammatical, and rapid automatized naming (RAN) skills in reading and spelling development; and (b) the component processes of early narrative writing skills. Fifty-seven Turkish-speaking children were followed from Grade 1 to Grade 2. RAN was the most powerful longitudinal predictor of reading speed and its effect was evident even when previous reading skills were taken into account. Broadly, the phonological and grammatical skills made reliable contributions to spelling performance but their effects were completely mediated by previous spelling skills. Different aspects of the narrative writing skills were related to different processing skills. While handwriting speed predicted writing fluency, spelling accuracy predicted spelling error rate. Vocabulary and working memory were the only reliable longitudinal predictors of the quality of composition content. The overall model, however, failed to explain any reliable variance in the structural quality of the compositions

Item Type	Article
URI	https://reading-clone.eprints-hosting.org/id/eprint/15720
Identification Number/DOI	10.1007/s11145-009-9173-y
Refereed	Yes
Divisions	Arts, Humanities and Social Science > Institute of Education > Language and Literacy in Education
Uncontrolled Keywords	Reading; Narrative writing; Grammatical awareness; Phonological awareness; RAN; Spelling
Publisher	Springer
Publisher Statement	The original publication is available at www.springerlink.com
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