Development of orthographic knowledge in German‐speaking children: a 2‐year longitudinal study
Abstract
There is growing evidence that children develop orthographic knowledge from the very beginning of literacy acquisition. This study investigated the development of German‐speaking children's orthographic knowledge with a nonword choice task. One nonword in each pair contained a frequent consonant doublet (zommul) and the other nonword contained an infrequent doublet (zobbul). Children (N = 54) performed at chance level in kindergarten but chose nonwords with frequent doublets significantly more often than expected by chance in first and second grade. Correlations between children's orthographic knowledge and their reading and spelling skills were not found. The results indicate that knowledge of frequent double consonants is evident in German‐speaking children from first grade onwards, but it is not related to their reading and spelling performance. This finding is consistent with the view that children in transparent orthographies rely less on frequent letter patterns during reading and spelling compared to children in deep orthographies.
Number of times cited: 5
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