Reading comprehension on word- and sentence-level can be predicted by orthographic knowledge for German children with poor reading proficiency

Jelena Zarić,Telse Nagler

doi:10.1007/s11145-021-10126-9

Abstract

Previous studies mostly examined the role of orthographic knowledge in basic reading processing (i.e., word-reading), however, regarding higher reading processing (i.e., sentence- and text-comprehension), mixed results were reported. In addition, previous research in transparent languages, such as German, focused mostly on typically skilled readers. The aim of this study was to examine the role of orthographic knowledge in basic reading processing (word-reading) as well as in higher reading processing (sentence- and text-comprehension), in addition to phonological awareness and naming speed in a sample of German elementary school poor readers. For this purpose, data from 103 German third-graders with poor reading proficiency were analyzed via multiple linear regression analysis. Analyses revealed that orthographic knowledge contributes to reading at word- and sentence-level, but not at text-level in German third-graders with poor reading proficiency, over and above phonological awareness and naming speed. These findings support that orthographic knowledge should be considered as a relevant reading related predictor. Therefore, it would be reasonable to include the assessment of orthographic knowledge skills in diagnostic procedures to identify children at risk to develop reading difficulties, besides phonological awareness and naming speed.

Highlights

Reading is one of the most important academic skills in our society
The aim of this study is to address the gaps in past empirical research by exploring the relationship between word-specific and general orthographic knowledge and reading at basic reading level, as well as at higher reading level in German elementary school poor readers
The current study indicates that the knowledge about word-specific representations and legitimate letter patterns are important for word identification as well as for the understanding of relations between words in sentences in German poor readers, over and above phonological awareness and naming speed

Summary

Introduction

Reading is one of the most important academic skills in our society. some children struggle to reach sufficient reading proficiency during and after elementary school education. There is a higher risk for children with reading difficulties to develop comorbid psychological problems, such as social phobia or depression (e.g., Bäcker & Neuhäuser, 2003; Carroll, Maughan, Goodman, & Meltzer, 2005; Willcutt & Pennington, 2000). To counter such unfavorable development, identification of factors relevant for (un)successful reading proficiency, as well as development and improvement of instruments for recognizing children at risk are crucial (Castles, Rastle, & Nation, 2018; Tippelt & Schmidt-Hertha, 2018)

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