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Predictors of single word spelling in English speaking children: a cross sectional study

Niolaki, GZ; Vousden, J; Terzopoulos, AR; Taylor, LM; Sephton, S; Masterson, J; (2020) Predictors of single word spelling in English speaking children: a cross sectional study. Journal of Research in Reading , 43 (4) pp. 577-596. 10.1111/1467-9817.12330. (In press). Green open access

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Abstract

Background: The study aimed to explore to what extent variables associated with lexical and sublexical spelling processes predicted single word spelling ability and whether patterns of lexical and sublexical processes were different across ages. / Methods: Beginning (mean age 7 years, N = 144) and advanced (mean age 9 years, N = 114) English-speaking spellers completed tasks associated with sublexical processing (phonological ability and phonological short-term memory), lexical processing (visual short-term memory and visual attention span) and factors known to predict spelling (e.g., rapid automatised naming). / Results: Phonological ability, rapid automatised naming, visual short-term memory and visual attention span were significant predictors of spelling accuracy for beginning spellers, while for more advanced spellers, only visual attention span was a significant predictor. / Conclusions: The findings suggested that for beginning spellers, both lexical and sublexical processes are important for single word spelling, but with increasing literacy experience, lexically related variables are more important.

Type: Article
Title: Predictors of single word spelling in English speaking children: a cross sectional study
Open access status: An open access version is available from UCL Discovery
DOI: 10.1111/1467-9817.12330
Publisher version: http://dx.doi.org/10.1111/1467-9817.12330
Language: English
Additional information: © 2020 The Authors. Journal of Research in Reading published by John Wiley & Sons Ltd on behalf of United Kingdom Literacy Association This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.
Keywords: spelling, phonological ability (PA), rapid automatised naming (RAN), visual attention span processing (VAS), visual short‐term memory (VSTM)
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Social Research Institute
URI: https://discovery.ucl.ac.uk/id/eprint/10112102
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