1 results match your criteria Canadian Journal Of School Psychology[Journal]
Can J Sch Psychol 2016 Dec 24;31(4):305-321. Epub 2016 Oct 24.
University of Washington, Seattle, WA.
Two longitudinal studies of word reading, spelling, and reading comprehension identified commonalities and differences in morphophonemic orthographies-French (Study 1, =1313) or English (Study 2, =114) in early childhood (grade 2) and middle childhood (grade 5). For French and English, statistically significant concurrent relationships among these literacy skills occurred in grades 2 and 5, and longitudinal relationships for each skill with itself from grade 2 to 5; but concurrent relationships were more sizable and longitudinal relationships more variable for English than French especially for word reading to reading comprehension. Results show that, for both morphophonemic orthographies, assessment and instructional practices should be tailored to early or middle childhood, and early childhood reading comprehension may not be related to middle childhood spelling. Read More
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