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Cited by 277Reading and Literacy DevelopmentSecond Language Acquisition and LearningLanguage Development and Disorders

The DOI matches its Crossref record; 74 of the 76 references it cites were found in a registry or an index.

Development of phonological and orthographic processing in reading aloud, in silent reading, and in spelling: A four-year longitudinal study

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Sprenger-Charolles, Liliane, Siegel, Linda S, Béchennec, Danielle, Serniclaes, Willy·2003·Journal of Experimental Child Psychology
DOI 10.1016/s0022-0965(03)00024-9
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Abstract

The development of phonological and orthographic processing was studied from the middle of Grade 1 to the end of Grade 4 (age 6; 6-10 years) using the effects of regularity and of lexicality in reading aloud and in spelling tasks, and using the effect of pseudohomophony in a silent reading task. In all the tasks, signs of reliance on phonological processing were found even when indicators of reliance on orthographic processing appeared. Multiple regression analyses were conducted to determine which early skills predict later reading achievement. Pseudoword and irregular word scores were used as measures for phonological and orthographic skills, respectively. Only middle of Grade 1 phonological reading skills accounted for independent variance in end of Grade 4 orthographic skills. Conversely, from the middle to the end of Grade 1, and from the end of Grade 1 to the end of Grade 4, both orthographic and phonological skills accounted for independent variance in later orthographic skills. In the prediction of phonological skills, only the unique contribution of earlier phonological skills was significant. Thus, phonological and orthographic processing appear to be reciprocally related, rather than independent components of written word recognition. However, very early reliance on the phonological procedure seems to be the bootstrapping mechanism for reading acquisition.

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  1. Sprenger-Charolles, 1995, Linguistic processes in reading and spelling: The case of alphabetic writing systems, Reading and Writing: An Interdisciplinary Journal, 7, 1

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Metadata

Authors
Sprenger-Charolles, L., Siegel, L. S., Béchennec, D., & Serniclaes, W.
Affiliations
  • Centre National de la Recherche Scientifique (FR)
  • University of British Columbia (CA)
Corresponding author
Siegel, Linda S
ORCID
Siegel, Linda S
Venue
Journal of Experimental Child Psychology
Publisher
Elsevier BV
Published
2003-03
Volume
84
Issue
3
Pages
194-217
ISSN
0022-0965 (ISSN-L)
DOI
10.1016/s0022-0965(03)00024-9
OpenAlex
W2119061789
Cited by
277
References
76
Citations by year
2026: 8 · 2025: 5 · 2024: 15 · 2023: 6 · 2022: 7 · 2021: 8 · 2020: 11 · 2019: 10 · 2018: 15 · 2017: 10 · 2016: 16 · 2015: 11 · 2014: 19 · 2013: 21 · 2012: 14
FWCI
18.38
Type
journal article
Language
en
Open access
Licence
Locations
  • Journal of Experimental Child Psychology (publishedVersion)
  • PubMed (publishedVersion)
  • HAL (submittedVersion, other-oa)
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
  • Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
  • Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
Keywords
phonological processing, orthographic processing, reading acquisition, reading aloud, silent reading, spelling, lexicality, pseudowords, bootstrapping, early literacy, reading achievement prediction
MeSH terms
Child, Child Development, Female, Humans, Male, Mental Processes, Phonetics, Reading, Task Performance and Analysis, Recognition, Psychology

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