Lexical and sublexical orthographic knowledge: relationships in an orthography of intermediate depth

Luís Querido, Sandra Fernandes, Arlette Verhaeghe, Catarina Marques

Research output: Contribution to journalArticlepeer-review

7 Citations (Scopus)

Abstract

It is widely accepted that orthographic knowledge comprises two components: word-specific orthographic knowledge, also termed lexical orthographic knowledge, and general orthographic knowledge, or sublexical orthographic knowledge. Until now, the study of the relationship between these components throughout literacy development has been somehow neglected. In this study, we examined how they are related at an early stage of literacy development in European Portuguese, an orthography of intermediate depth. Children followed from Grade 2–3 performed two of the most common tasks of orthographic knowledge—the Orthographic Choice Task and the Orthographic Awareness Task. Crossed-lagged structural equation modeling showed significant mutual contributions between the two components of orthographic knowledge, providing thus preliminary evidence of bidirectional relations over time. Results are discussed in the context of theories of reading development taking into account the influence of orthography consistency.

Original languageEnglish
Pages (from-to)2459-2479
Number of pages21
JournalReading and Writing
Volume33
Issue number10
DOIs
Publication statusPublished - 1 Dec 2020
Externally publishedYes

Keywords

  • Lexical and sublexical orthographic knowledge
  • Orthographic knowledge
  • Orthographic pattern knowledge
  • Word-specific orthographic representations

Fingerprint

Dive into the research topics of 'Lexical and sublexical orthographic knowledge: relationships in an orthography of intermediate depth'. Together they form a unique fingerprint.

Cite this