The DOI matches its Crossref record; 3 of the 3 references it cites were found in a registry or an index.
Development of word reading fluency and spelling in a consistent orthography: An 8-year follow-up.
Abstract
In a longitudinal study, development of word reading fluency and spelling were followed for almost 8 years. In a group of 115 students (65 girls, 50 boys) acquiring the phonologically transparent German orthography, prediction measures (letter knowledge, phonological short-term memory, phonological awareness, rapid automatized naming, and nonverbal IQ) were assessed at the beginning of Grade 1; reading fluency and spelling were tested at the end of Grade 1 as well as in Grades 4 and 8. Reading accuracy was close to ceiling in all reading assessments, such that reading fluency was not heavily influenced by differences in reading accuracy. High stability was observed for word reading fluency development. Of the dysfluent readers in Grade 1, 70% were still poor readers in Grade 8. For spelling, children who at the end of Grade 1 still had problems translating spoken words into phonologically plausible letter sequences developed problems with orthographic spelling later on. The strongest specific predictors were rapid automatized naming for reading fluency and phonological awareness for spelling. Word recognition speed was a relevant and highly stable indicator of reading skills and the only indicator that discriminated reading skill levels in consistent orthographies. Its long-term development was more strongly influenced by early naming speed than by phonological awareness.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Foundation literacy acquisition in European orthographies
Seymour, P. H. K., Aro, M., Erskine, J. M., & collaboration with COST Action A8 network (2003) · British Journal of Psychology · doi:10.1348/000712603321661859 · Cited by 2,601
The impact of orthographic consistency on dyslexia: A German-English comparison
Landerl, K., Wimmer, H., & Frith, U. (1997) · Cognition · doi:10.1016/s0010-0277(97)00005-x · Cited by 582
Self-citationThe double-deficit hypothesis and difficulties in learning to read a regular orthography.
Wimmer, H., Mayringer, H., & Landerl, K. (2000) · Journal of Educational Psychology · doi:10.1037//0022-0663.92.4.668 · Cited by 445
Self-citation
Cited by
Peterson, R. L., & Pennington, B. F. (2012) · The Lancet · doi:10.1016/s0140-6736(12)60198-6 · Cited by 759
Working memory and executive functions: effects of training on academic achievement
Titz, C., & Karbach, J. (2014) · Psychological Research · doi:10.1007/s00426-013-0537-1 · Cited by 388
Structural abnormalities in the dyslexic brain: A meta‐analysis of voxel‐based morphometry studies
Richlan, F., Kronbichler, M., & Wimmer, H. (2013) · Human Brain Mapping · doi:10.1002/hbm.22127 · Cited by 253
Self-citationAdaptive working-memory training benefits reading, but not mathematics in middle childhood
Karbach, J., Strobach, T., & Schubert, T. (2015) · Child Neuropsychology · doi:10.1080/09297049.2014.899336 · Cited by 183
Engel de Abreu, P. M. J., Gathercole, S. E., & Martin, R. (2011) · Learning and Individual Differences · doi:10.1016/j.lindif.2011.06.002 · Cited by 129
Metadata
- Authors
- Landerl, K., & Wimmer, H.
- Venue
- Journal of Educational Psychology
- Published
- 2008-02
- Volume
- 100
- Issue
- 1
- Pages
- 150-161
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W2034546367
- Cited by
- 723
- References
- 3
- FWCI
- 43.01
- Type
- journal article
- Language
- en
- Open access
- closed
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: Development of word reading fluency and spelling in a consistent orthography: An 8-year follow-up. https://app.cochat.ai/papers/10.1037/0022-0663.100.1.150
- The paper
- Landerl, K., & Wimmer, H. (2008). Development of word reading fluency and spelling in a consistent orthography: An 8-year follow-up. Journal of Educational Psychology. https://doi.org/10.1037/0022-0663.100.1.150
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
