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

Reading and Writing

Volumn 23, Issue 5, 2010, Pages 539-568

  Babayiǧit, Selma ^a,b   Stainthorp, Rhona ^c  

^a UNIVERSITY OF THE WEST OF ENGLAND   (United Kingdom)

^b UNIVERSITY OF YORK   (United Kingdom)

^c UNIVERSITY OF READING   (United Kingdom)

Author keywords

Grammatical awareness; Narrative writing; Phonological awareness; RAN; Reading; Spelling

Indexed keywords

EID: 79951551765     PISSN: 09224777     EISSN: None     Source Type: Journal    
DOI: 10.1007/s11145-009-9173-y     Document Type: Article

References (76)

1. Abbot, R. D., & Berninger, V. W. (1993). Structural equation modeling of relationships among developmental skills and writing skills in primary- and intermediary-grade writers. Journal of Educational Psychology, 85, 478-508.
2. Babayiǧit, S. (2009). Reading and spelling in transparent alphabetic orthographies: Points of convergence, divergence and arising issues. In C. Wood & V. Connelly (Eds.), Contemporary perspectives on reading and spelling, Routledge, UK (in press).
3. Babayiǧit, S., & Stainthorp, R. (2007). Preliterate phonological awareness and early literacy skills in Turkish. Journal of Research in Reading, 30, 394-413.
4. Barnett, A., Stainthorp, R., Henderson, S., & Scheib, B. (2006). Handwriting policy and practice in English primary schools: An exploratory study (issues in practices). London: London Institute of Education, University of London.
5. Bereiter, C. (1980). Development in writing. In L. W. Gregg & E. R. Steinberg (Eds.), Cognitive processes in writing (pp. 73-93). Hillsdale, New Jersey: Lawrence Erlbaum Associates.
6. Berko, J. (1958). The child's learning of English morphology. Word, 14, 150-177.
7. Berninger, V. W. (1996). Multiple constraints and shared subsystems in writing acquisition. In V. W. Berninger (Ed.), Reading and writing acquisition. A developmental neuropsychological approach (pp. 129-152). Oxford: Westview Press.
8. Berninger, V. W. (1999). Coordinating transcription and text generation in working memory during composing: Automatic and constructive processes. Learning Disability Quarterly, 22, 99-112.
9. Berninger, V. W., Yates, C., Cartwright, A., Rutberg, J., Remy, E., & Abbot, R. (1992). Lower-level developmental skills in beginning writing. Reading & Writing: An Interdisciplinary Journal, 4, 257-280.
10. Bishop, D. V. M., & Clarkson, B. (2003). Written language as a window into residual language deficits: A study of children with persistent and residual speech and language impairments. Cortex, 39, 215-237.
11. Bowey, J. A. (2005). Grammatical sensitivity: Its origins and potential contribution to early word reading skill. Journal of Experimental Child Psychology, 90, 318-343.
12. Bruce, D. J. (1964). The analysis of word sounds by young children. British Journal of Educational Psychology, 34, 158-169.
13. Bryant, P., & Nunes, T. (2004). Morphology and spelling. In T. Nunes & P. Bryant (Eds.), Handbook of literacy (pp. 91-118). Dordrecht, Netherlands: Kluwer Academic Publishers.
14. Carlisle, J. F. (1995). Morphological awareness and early reading ability. In L. B. Feldman (Ed.), Morphological aspects of language processing (pp. 189-209). Hove, UK: Lawrence Erlbaum Associates.
15. Carlisle, J. F. (2000). Awareness of the structure and meaning of morphologically complex words: Impact on reading. Reading and Writing: An Interdisciplinary Journal, 12, 169-190.
16. Carlisle, J. F., & Nomanbhoy, D. M. (1993). Phonological and morphological awareness in the first graders. Applied Psycholinguistics, 14, 177-195.
17. Carlisle, J. F., Stone, C. A., & Katz, L. A. (2001). The effects of phonological transparency on reading derived words. Annals of Dyslexia, 51, 249-274.
18. Cragg, L., & Nation, J. K. (2006). Exploring written narrative in children with poor reading comprehension. Educational Psychology, 26, 55-72.
19. Daneman, M., & Carpenter, P. A. (1980). Individual differences in working memory and reading. Journal of Verbal Learning and Verbal Behaviour, 19, 450-466.
20. de Jong, P. F., & van der Leij, A. (1999). Specific contributions of phonological abilities to early reading acquisition: Results from a Dutch latent variable longitudinal study. Journal of Educational Psychology, 91, 450-476.
21. Defior, S., Alegria, J., Titos, R., & Martos, F. (2007). Using morphology when spelling in a shallow orthographic system: The case of Spanish. Cognitive Development, 23, 204-215.
22. Demircan, Ö. (2001). Türkçenin ses dizimi [the Turkish phonology] (2nd ed.). Istanbul, Türkiye: Der Yayi{dotless}nlari{dotless}.
23. Denckla, M. B., & Rudel, R. G. (1974). Rapid automatised naming of pictured objects, colours, letters, and numbers by normal children. Cortex, 10, 186-202.
24. Dufva, M., Niemi, P., & Voeten, M. J. M. (2001). The role of phonological memory, word recognition, and comprehension skills in reading development: From preschool to grade 2. Reading and Writing: An Interdisciplinary Journal, 14, 91-117.
25. Durgunoǧlu, A. Y. (2003). Recognising morphologically complex words in Turkish. In E. Assink & D. Sandra (Eds.), Reading complex words: Cross-language studies (pp. 81-92). Netherlands: Kluwer Academic Publishers.
26. Durgunoǧlu, A. Y., & Öney, B. (1999). A cross-linguistic comparison of phonological awareness and word recognition. Reading and Writing: An Interdisciplinary Journal, 11, 281-299.
27. Ekmekçi, F. Ö. (1986). The significance of word order in the acquisition of Turkish. In D. I. Slobin & K. Zimmer (Eds.), Studies in Turkish linguistics (pp. 265-273). Amsterdam: John Benjamins.
28. Fey, E. D., Catts, H., Proctor-Williams, K., Toblin, J. B., & Zhang, X. (2004). Oral and written story composition skills of children with language impairment. Journal of Speech, Language, and Hearing Research, 47, 1301-1318.
29. Flower, L. S., & Hayes, J. R. (1980). The dynamics of composing: Making plans and juggling constraints. In L. W. Gregg & E. R. Steinberg (Eds.), Cognitive processes in writing (pp. 31-50). Hillsdale, New Jersey: Lawrence Erlbaum Associates.
30. Georgiou, G., Parilla, R., & Papadopoulos, T. (2008). Predictors of word decoding and reading fluency across languages varying in orthographic consistency. Journal of Educational Psychology, 100, 566-580.
31. Graham, S. (1999). Handwriting and spelling instruction for students with learning disabilities: A review. Learning Disability Quarterly, 22, 78-98.
32. Graham, S., Berninger, V. W., Abbot, R. D., Abbot, S. P., & Whitaker, D. (1997). Role of mechanics in composing of elementary school students: A new methodological approach. Journal of Educational Psychology, 89, 170-182.
33. Graham, S., & Harris, K. R. (2000). Writing development: Introduction to the special issue. Educational Psychologist, 35, 1.
34. Griffin, T. M., Hemphill, L., Camp, L., & Wolf, D. P. (2004). Oral discourse in the preschool years and later literacy skills. First Language, 24, 123-147.
35. Jones, M. W., Obregón, M., Louise Kelly, M., & Branigan, H. P. (2008). Elucidating the component processes involved in dyslexic and non-dyslexic reading fluency: An eye-tracking study. Cognition, 109, 389-407.
36. Joshi, R. M., & Aaron, P. G. (Eds.). (2006). Handbook of orthography and literacy. London: Lawrence Erlbaum Associates.
37. Juel, C. (1988). Learning to read and write: A longitudinal study of 54 children from first through fourth grades. Journal of Educational Psychology, 80, 437-447.
38. Juel, C., Griffith, P. L., & Gough, P. B. (1986). Acquisition of literacy: A longitudinal study of children in first and second grade. Journal of Educational Psychology, 78, 243-255.
39. Juul, H., & Elbro, C. (2004). The links between grammar and spelling: A cognitive hurdle in deep orthographies? Reading and Writing: An Interdisciplinary Journal, 17, 915-942.
40. Kellogg, R. T. (1996). A model of working memory in writing. In M. C. Levy & S. Ransdell (Eds.), The science of writing: Theories, methods, individual differences and applications (pp. 57-71). New Jersey: Lawrence Erlbaum Associates.
41. Kintsch, W. (1998). Comprehension: A paradigm for cognition. Cambridge, England: Cambridge University Press.
42. Landerl, K., & Wimmer, H. (2008). Development of word reading fluency and spelling in a consistent orthography: An 8-year follow-up. Journal of Educational Psychology, 100, 150-161.
43. Lehtonen, A., & Bryant, E. P. (2005). Active players or just passive bystanders? The role of morphemes in spelling development in a transparent orthography. Applied Psycholinguistics, 26, 137-155.
44. Lyytinen, H., Erskine, J. M., Tolvanen, A., Torppaa, M., Poikkeus, A.-M., & Lyytinen, P. (2006). Trajectories of reading development: A follow-up from birth to school age of children with and without risk for dyslexia. Merrill-Palmer Quarterly, 52, 514-546.
45. Lyytinen, P., & Lyytinen, H. (2004). Growth and predictive relations of vocabulary and inflectional morphology in children with and without familial risk of dyslexia. Applied Psycholinguistics, 25, 397-411.
46. Mackie, C., & Dockrell, J. E. (2004). The nature of written language deficits in children with SLI. Journal of Speech, Language, and Hearing Research, 47, 1469-1483.
47. Maki, H. S., Voeten, M. M., Vauras, M. M. S., & Poskiparta, E. H. (2001). Predicting writing skill development with word recognition and preschool readiness skills. Reading and Writing: An Interdisciplinary Journal, 14, 643-672.
48. McCutchen, D. (2000). Knowledge, processing, and working memory: Implications for a theory of writing. Educational Psychologist, 35, 13-23.
49. McCutchen, D., Covill, A., Hoyne, S. H., & Mildes, K. (1994). Individual differences in writing: Implications of translating fluency. Journal of Educational Psychology, 86, 256-266.
50. Muter, V., Hulme, C., Snowling, M., & Stevenson, J. (2004). Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: Evidence from a longitudinal study. Developmental Psychology, 40, 665-681.
51. Muter, V., & Snowling, M. (1997). Grammar and phonology predict spelling in middle childhood. Reading and Writing: An Interdisciplinary Journal, 9, 407-425.
52. Nikolopoulos, D., Goulandris, N., Hulme, C., & Snowling, M. (2006). The cognitive bases of learning to read and spell in Greek: Evidence from a longitudinal study. Journal of Experimental Child Psychology, 94, 1-17.
53. Nunes, T., Bryant, E. P., & Bindman, M. (1997). Learning to spell regular and irregular verbs. Reading and Writing: An Interdisciplinary Journal, 9, 427-449.
54. Olinghouse, N. G. (2008). Student- and instruction-level predictors of narrative writing in third-grade students. Reading and Writing: An Interdisciplinary Journal, 21, 3-26.
55. Öney, B., & Durgunoǧlu, A. (1997). Beginning to read in Turkish: A phonologically transparent orthography. Applied Psycholinguistics, 18, 1-15.
56. Paris, S. G. (2005). Reinterpreting the development of reading skills. Reading Research Quarterly, 40, 184-202.
57. Patel, T. K., Snowling, M., & de Jong, P. (2004). A cross-linguistic comparison of children learning to read in English and Dutch. Journal of Educational Psychology, 96, 785-797.
58. Pattison, H. M., & Collier, J. (1992). Methodological issues in the investigation of spelling and spelling development. In C. M. Sterling & C. Robson (Eds.), Psychology, spelling, and education (pp. 100-113). Clevendon, UK: Multilingual Matters Ltd.
59. Perfetti, C. A. (1997). The psycholinguistics of spelling and reading. In C. A. Perfetti, L. Rieben, & M. Fayol (Eds.), Learning to spell: Research, theory, and practice across languages (pp. 21-38). London: Lawrence Erlbaum Associates.
60. Powell, D., Stainthorp, R., Stuart, M., Garwood, H., & Quinlan, P. (2007). An experimental comparison between rival theories of rapid automatized naming performance and its relationship to reading. Journal of Experimental Child Psychology, 98, 46-68.
61. Raven, J. C. (1967). Standard progressive matrices. Oxford: Oxford Psychologists Press.
62. Rispen, J. E., McBride-Chang, C., & Reitsma, P. (2008). Morphological awareness and early and advanced word recognition and spelling in Dutch. Reading & Writing: An Interdisciplinary Journal, 21, 587-607.
63. Savage, R., & Frederickson, N. (2005). Evidence of a highly specific relationship between rapid automatic naming of digits and text-reading speed. Brain and Language, 93, 152-159.
64. Savaşi{dotless}r, L., & Şahin, N. (1995). Wechsler çocuklar için zeka ölçeǧi (WISC-R) [Wechsler intelligence scales for children-revised]. Ankara, Turkey: Türk Psikologlar Derneǧi Yayi{dotless}ni{dotless}.
65. Senechal, M., Basque, M., & Leclaire, T. (2006). Morphological knowledge as revealed in children's spelling accuracy and reports of spelling strategies. Journal of Experimental Child Psychology, 95, 231-254.
66. Silven, M., Poskiparta, E., Niemi, P., & Voeten, M. J. M. (2007). Precursors of reading skills from infancy to first grade in Finnish: Continuity and change in a highly inflected language. Journal of Educational Psychology, 99, 516-531.
67. Singson, M., Mahony, D., & Mann, V. (2000). The relation between reading ability and morphological skills: Evidence from derivational suffixes. Reading and Writing: An Interdisciplinary Journal, 12, 219-252.
68. Swanson, H. L., & Berninger, V. W. (1996). Individual differences in children's working memory and writing skills. Journal of Experimental Child Psychology, 63, 358-385.
69. Tabachnick, B. G., & Fidell, L. S. (2001). Using multivariate statistics (4th ed.). London: Allyn and Bacon.
70. Titos, R., Defior, S., Alegria, J., & Martos, F. J. (2003). The use of morphological resources in Spanish orthography: The case of the verb. In R. M. Joshi, C. K. Leong, & B. L. J. Kaczmarek (Eds.), Literacy acquisition: The role of phonology, morphology and orthography (pp. 113-118). Oxford: IOS Press.
71. Treiman, R., & Kessler, B. (2005). Writing systems and spelling development. In M. Snowling & C. Hulme (Eds.), The science of reading (pp. 120-134). Oxford: Blackwell.
72. van Bon, W. H. J., & van Leeuwe, J. F. J. (2003). Assessing phonemic awareness in kindergarten: The case for the phoneme recognition task. Applied Psycholinguistics, 24, 195-219.
73. Wagner, R. K., Torgesen, J. K., Rashotte, C. A., Hecht, S. A., Barker, T. A., Burgess, S. R., et al. (1997). Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: A 5-year longitudinal study. Developmental Psychology, 33, 468-479.
74. Wechsler, D. (2005). Wechsler individual achievement test (2nd ed.). London, UK: Harcourt Publishers.
75. Wimmer, H., & Mayringer, H. (2002). Dysfluent reading in the absence of spelling difficulties: A specific disability in regular orthography. Journal of Educational Psychology, 94, 272-277.
76. Wolf, M., Bowers, P. G., & Biddle, K. (2000). Naming-speed processes, timing, and reading: A conceptual review. Journal of Learning Disabilities, 33, 387-407.