APS
2022 APS Annual Convention · 2022
Orthographic Knowledge Predicts Reading on Word-, Sentence-, and Text-Level for German Elementary School Children over and Above Vocabulary Knowledge
- Jelena Zarić
DIPF | Leibniz Institute for Research and Information in Education - Jelena Zarić
Center for Individual Development and Adaptive Education of Children at Risk (IDeA) - Fenke Kachisi
Center for Individual Development and Adaptive Education of Children at Risk (IDeA) - Fenke Kachisi
DIPF Leibniz Institute for Research and Information in Education - Alexandra Schmitterer
Center for Individual Development and Adaptive Education of Children at Risk (IDeA) - Alexandra Schmitterer
DIPF Leibniz Institute for Research and information in Education - 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 examined the relation between vocabulary and orthographic knowledge and their contribution to reading on word-, sentence, and text-level in German elementary school children. Analyses showed that the two predictor variables did not correlate. Orthographic knowledge predicted reading on all levels, while vocabulary knowledge contributed only to text-level reading.
Studying and Learning
