TY - JOUR
T1 - Lexical and sublexical orthographic knowledge
T2 - relationships in an orthography of intermediate depth
AU - Querido, Luís
AU - Fernandes, Sandra
AU - Verhaeghe, Arlette
AU - Marques, Catarina
N1 - Publisher Copyright:
© 2020, Springer Nature B.V.
PY - 2020/12/1
Y1 - 2020/12/1
N2 - 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.
AB - 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.
KW - Lexical and sublexical orthographic knowledge
KW - Orthographic knowledge
KW - Orthographic pattern knowledge
KW - Word-specific orthographic representations
UR - http://www.scopus.com/inward/record.url?scp=85085106810&partnerID=8YFLogxK
U2 - 10.1007/s11145-020-10052-2
DO - 10.1007/s11145-020-10052-2
M3 - Article
AN - SCOPUS:85085106810
SN - 0922-4777
VL - 33
SP - 2459
EP - 2479
JO - Reading and Writing
JF - Reading and Writing
IS - 10
ER -