ArticleFrontiers in psychology2016
Predicting Reading and Spelling Disorders: A 4-Year Prospective Cohort Study.
Article in Frontiers in psychology, 2016. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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Who cites it
6 citing papers in PubMed.
- Influence of Lexical Development on Reading and Spelling Skills: Effects of Enhancement on Second-Grade Children in Primary School.Children (Basel, Switzerland) · 2023Article
- Contribution of oral narrative textual competence and spelling skills to written narrative textual competence in bilingual language-minority children and monolingual peers.Frontiers in psychology · 2022Article
- Efficacy of Two School-Based Interventions on Notational Ability of Bilingual Preschoolers: A Group-Randomized Trial Study.Frontiers in psychology · 2021Article
- The Impact of Different Writing Systems on Children's Spelling Error Profiles: Alphabetic, Akshara, and Hanzi Cases.Frontiers in psychology · 2020Article
- Improving Conceptual Knowledge of the Italian Writing System in Kindergarten: A Cluster Randomized Trial.Frontiers in psychology · 2018Article
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
In this 4-year prospective cohort study, children with a reading and spelling disorder, children with a spelling impairment, and children without a reading and/or spelling disorder (control group) in a transparent orthography were identified in third grade, and their emergent literacy performances in kindergarten compared retrospectively. Six hundred and forty-two Italian children participated. This cohort was followed from the last year of kindergarten to third grade. In kindergarten, the children were assessed in phonological awareness, conceptual knowledge of writing systems and textual competence. In third grade, 18 children with a reading and spelling impairment and 13 children with a spelling impairment were identified. Overall, conceptual knowledge of the writing system was the only statistically significant predictor of the clinical samples. No differences were found between the two clinical samples.
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