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Orthographic Knowledge, and Reading and Spelling: A Longitudinal Study in an Intermediate Depth Orthography

Published online by Cambridge University Press:  04 February 2021

Luís Querido Open the ORCID record for Luís Querido [Opens in a new window] ,
Sandra Fernandes Open the ORCID record for Sandra Fernandes [Opens in a new window]  and
Arlette Verhaeghe
Luís Querido*
Affiliation:
Universidade de Lisboa, Faculdade de Psicologia (Portugal)
Sandra Fernandes
Affiliation:
Universidade de Lisboa, Faculdade de Psicologia (Portugal)
Arlette Verhaeghe
Affiliation:
Universidade de Lisboa, Faculdade de Psicologia (Portugal)
*
Correspondence concerning this article should be addressed to Luís Querido. Universidade de Lisboa, Faculdade de Psicologia. 1649–004Lisboa (Portugal). E-mail: queridoluis@gmail.com
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Abstract

Orthographic knowledge is an important contributor to reading and spelling. However, empirical research is unclear about its long-lasting influence along with literacy development. We examined whether reading and spelling benefitted from an independent contribution of lexical and sublexical orthographic knowledge in European Portuguese, an intermediate depth orthography. This was investigated longitudinally from Grade 2 to 5 with two cohorts of Portuguese children, using common measures of orthographic knowledge, and word and pseudoword reading and spelling tasks. Regression analyses showed that lexical orthographic knowledge assessed at the beginning of Grade 2 predicted word reading at the beginning of Grade 3 (p < .05, variance explained = 6%), word spelling at the end of Grade 2 (p < .05, variance explained = 6%) and pseudoword spelling at the beginning of Grade 3 (p < .05, variance explained = 8%). They also revealed that lexical orthographic knowledge assessed at the beginning of Grade 4 predicted word spelling at the end of Grade 4 (p < .001, variance explained = 21%). Differently, sublexical orthographic knowledge evaluated at the beginning of Grade 2 and of Grade 4 only contributed to pseudoword spelling at the beginning of Grade 3 (p < .01, variance explained = 12%), and to pseudoword reading at the end of Grade 5 (p < .01, variance explained = 9%), respectively. Therefore, orthographic knowledge predicted spelling more often and earlier than reading. Furthermore, the results suggest that the influence of orthographic knowledge may vary during literacy development and, along with findings from other studies, that this influence at the lexical level may depend on orthographic consistency.

Keywords

lexicalorthographic knowledgereadingspellingsublexical
Type
Research Article
Information
The Spanish Journal of Psychology , Volume 24 , 2021 , e3
Copyright
© Universidad Complutense de Madrid and Colegio Oficial de Psicólogos de Madrid 2021

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Footnotes

Conflicts of Interest: None

Funding Statements: This work partly supported by FCT – Foundation of Science and Technology (research Grant SFRH / BD / 72303 / 2010). Data collection was supported and carried out under the project “Developmental benchmarks of reading and writing, in European Portuguese, from first to sixth grade” (2008–2010), under the auspices of the National Reading Plan.

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