Component processes of early reading, spelling, and narrative writing skills in Turkish: a longitudinal study
By Selma Babayiğit, R. Stainthorp. 2010
169 citations recorded by the source corpus.
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.
Subfields: Developmental and Educational Psychology, Education, Language and Linguistics
View Paper: https://www.semanticscholar.org/paper/045739938ec493a131143f69754b40b47e35d1ff
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In Developmental and Educational Psychology
In Education
Citations in the corpus
- Rapid Automatized Naming and Reading Performance: A Meta-Analysis. (2014, background): “Some studies have reported a strong correlation between measures of RAN and reading (e.g., Babayiğit & Stainthorp, 2010), whereas others have found small (e.g., Cunningham, 2006) or nonsignificant (e.g., Scarborough, 1998) correlations.”