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. 2016 Mar 9:7:337.
doi: 10.3389/fpsyg.2016.00337. eCollection 2016.

Predicting Reading and Spelling Disorders: A 4-Year Prospective Cohort Study

Lucia Bigozzi  1 , Christian Tarchi  1 , Corrado Caudek  2 , Giuliana Pinto  1
Affiliations

Predicting Reading and Spelling Disorders: A 4-Year Prospective Cohort Study

Lucia Bigozzi et al. Front Psychol. .

Abstract

In this 4-year prospective cohort study, children with a reading and spelling disorder, children with a spelling impairment, and children without a reading and/or spelling disorder (control group) in a transparent orthography were identified in third grade, and their emergent literacy performances in kindergarten compared retrospectively. Six hundred and forty-two Italian children participated. This cohort was followed from the last year of kindergarten to third grade. In kindergarten, the children were assessed in phonological awareness, conceptual knowledge of writing systems and textual competence. In third grade, 18 children with a reading and spelling impairment and 13 children with a spelling impairment were identified. Overall, conceptual knowledge of the writing system was the only statistically significant predictor of the clinical samples. No differences were found between the two clinical samples.

Keywords: invented spelling; phonological awareness; predictors; reading disorder; spelling disorder; textual competence.

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Figures

FIGURE 1
FIGURE 1
Plot representation of SD, RSD, and control group in conceptual knowledge of the writing system in kindergarten.
FIGURE 2
FIGURE 2
Plot representation of SD, RSD, and control group in phonological awareness in kindergarten.
FIGURE 3
FIGURE 3
Plot representation of SD, RSD, and control group in textual competence in kindergarten.
See this image and copyright information in PMC

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