Causal connections in the acquisition of an orthographic rule: a test of Uta Frith’s developmental hypothesis
| Number | 1422 |
|---|---|
| Year | 2006 |
| Drawer | 26 |
| Entry Date | 04/17/2008 |
| Authors | Davis, C. & Bryant, P. |
| Contact | |
| Publication | Journal of Child Psychology and Psychiatry, V. 47:No. 8, pp. 849-856. |
| url | http://www.haskins.yale.edu/Reprints/HL1422.pdf |
| Abstract | In a longitudinal study we tested Frith’s causal hypothesis hat children first gain orthographic knowledge through reading and then later, as a consequence, through spelling. Method: Children from Years 2 and 3 were tested three times over two years on their reading and spelling of pseudo-words which conformed to the conditional orthographic rule, the ‘final -e’ or ‘split-digraph’ rule. Results: Cross-lagged panel correlation analyses suggested that the children’s success in reading split-digraph words was a causal determinant of their learning to use split-digraphs in spelling, in the 7- to 8-year period and, with one year-group but not with the other, in the 8- to 9-year period. In the 9- to 10-year period children’s success in reading no longer seemed to affect their spelling. Conclusions: These results strongly support Frith’s causal hypothesis about the development of orthographic knowledge. |
| Notes |
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