Preschool cognitive and language skills predicting Kindergarten and Grade 1 reading and spelling: a cross‐linguistic comparison

Bjarte Furnes · Stefan Samuelsson

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Reading and Literacy Development Early Childhood Education and Development Language Development and Disorders

Abstract

The importance of cognitive and language skills on reading and spelling development were investigated in a cross‐linguistic longitudinal study of 737 English‐speaking children (US/Australia) and 169 Scandinavian children (Norway/Sweden) from preschool to Kindergarten and Grade 1. The results revealed that phonological awareness and print knowledge were the strongest predictors of early reading and spelling across orthographies. The contribution from rapid naming to literacy development was low in Kindergarten, but similar to that of phonological awareness and print knowledge in Grade 1. The present study identified a significant difference across orthographies in the effects of print knowledge and general verbal ability on spelling in Kindergarten. However, this pattern was explained by cultural rather than orthographic differences. The results indicate that cognitive and language skills underlying early reading and spelling development are similar across alphabetic orthographies.

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References

1998Child Development and Emergent Literacy 2003Foundation literacy acquisition in European orthographies 1958The Child's Learning of English Morphology 1999The double-deficit hypothesis for the developmental dyslexias.2001Comprehensive Test of Phonological Processing 2008Test of Word Reading Efficiency 1997Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: A 5-year longitudinal study.1994The children's test of nonword repetition: A test of phonological working memory

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