Component processes of early reading, spelling, and narrative writing skills in Turkish: A longitudinal study

Babayigit, Selma; Stainthorp, Rhona

Abstract

The study examined: (a) the role of phonological, grammatical, and rapid automatized naming (RAN) skills in reading and spelling development; and (b) the component processes of early narrative writing skills. Fifty-seven Turkish-speaking children were followed from Grade 1 to Grade 2. RAN was the most powerful longitudinal predictor of reading speed and its effect was evident even when previous reading skills were taken into account. Broadly, the phonological and grammatical skills made reliable contributions to spelling performance but their effects were completely mediated by previous spelling skills. Different aspects of the narrative writing skills were related to different processing skills. While handwriting speed predicted writing fluency, spelling accuracy predicted spelling error rate. Vocabulary and working memory were the only reliable longitudinal predictors of the quality of composition content. The overall model, however, failed to explain any reliable variance in the structural quality of the compositions. © 2009 Springer Science+Business Media B.V.

• Journal Article Type: Article
• Publication Date: Jan 1, 2010
• Deposit Date: Sep 24, 2010
• Publicly Available Date: Nov 15, 2016
• Journal: Reading and Writing
• Print ISSN: 0922-4777
• Publisher: Springer Verlag
• Peer Reviewed: Peer Reviewed
• Volume: 23
• Issue: 5
• Pages: 539-568
• DOI: https://doi.org/10.1007/s11145-009-9173-y
• Keywords: reading, narrative writing, grammatical awareness, phonological awareness, RAN, spelling
• Public URL: https://uwe-repository.worktribe.com/output/979152
• Publisher URL: http://dx.doi.org/10.1007/s11145-009-9173-y
• Additional Information: Additional Information : The original publication is available at www.springerlink.com
• Contract Date: Nov 15, 2016