Orthographic Knowledge Predicts Reading at Basic and Higher Level in German Elementary School Children

Virtual · June 2020

Poster Sessions · Developmental

Jelena Zaric
Graduate Student
Jelena Zaric
Graduate Student
Fenke Kachisi
Center for Individual Development and Adaptive Education of Children at Risk (IDeA)
Marcus Hasselhorn
Professor
Marcus Hasselhorn
Professor
Marcus Hasselhorn
Professor
Telse Nagler
Post-doc
Telse Nagler
DIPF | Leibniz Institute for Research and Information in Education
Telse Nagler
Center for Individual Development and Adaptive Education of Children at Risk (IDeA)

Abstract

This study investigated possible effects of orthographic knowledge for basic (i.e., word-reading) and higher level (i.e., sentence- and text-reading) reading processes in German third-graders. The analyses revealed that orthographic knowledge is a significant predictor for basic as well as for higher reading processes.

Education

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Orthographic Knowledge Predicts Reading at Basic and Higher Level in German Elementary School Children

Abstract

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