Querido Luís, Fernandes Sandra, Verhaeghe Arlette
Universidade de Lisboa, Faculdade de Psicologia (Portugal).
Span J Psychol. 2021 Feb 4;24:e3. doi: 10.1017/SJP.2021.3.
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.
正字法知识是阅读和拼写的一个重要因素。然而，实证研究对于其在读写能力发展过程中的长期影响并不明确。我们研究了在欧洲葡萄牙语（一种中等深度的正字法）中，阅读和拼写是否受益于词汇和次词汇正字法知识的独立贡献。我们对两组葡萄牙儿童从二年级到五年级进行了纵向研究，使用了正字法知识的常用测量方法，以及单词和假词的阅读与拼写任务。回归分析表明，二年级初评估的词汇正字法知识能够预测三年级初的单词阅读（p < .05，解释方差 = 6%）、二年级末的单词拼写（p < .05，解释方差 = 6%）以及三年级初的假词拼写（p < .05，解释方差 = 8%）。分析还显示，四年级初评估的词汇正字法知识能够预测四年级末的单词拼写（p < .001，解释方差 = 21%）。不同的是，二年级初和四年级初评估的次词汇正字法知识仅分别对三年级初的假词拼写（p < .01，解释方差 = 12%）和五年级末的假词阅读（p < .01，解释方差 = 9%）有贡献。因此，正字法知识比阅读更频繁、更早地预测拼写。此外，研究结果表明，正字法知识的影响在读写能力发展过程中可能会有所不同，并且与其他研究结果一致，这种在词汇层面的影响可能取决于正字法的一致性。
