Contents
Contents vi
Preface xiii
1 General introduction 1
1.1 Monolingual models of procient reading/spelling . . 4 1.1.1 Monolingual models of procient reading . . 5 1.1.1.1 Interactive Activation Model . . . . 6 1.1.1.2 Parallel Distributed Processing (or
'Triangle') reading model . . . . 9 1.1.1.3 Dual-route reading model . . . . . 15 1.1.2 Monolingual models of procient spelling . . 20 1.1.2.1 Hybrid dual-route model of spelling 20 1.1.2.2 Dierences between reading and
spelling . . . . 22 1.2 Bilingual models of reading/spelling . . . . 24 1.2.1 Language Activation . . . . 26 1.2.1.1 Bilingual Interactive Activation model 26 1.2.1.2 Bilingual Interactive Activation plus 29 1.2.1.3 Revised Hierarchical Model . . . . 32 1.2.2 Bilingual dual-route spelling model . . . . . 34 1.3 Development of literacy . . . . 37
1.3.1 Developmental monolingual reading/spelling
model . . . . 38 vi
Contents vii 1.3.2 Reading development in dierent ortho-
graphic writing systems . . . . 42
1.3.3 Multilingual reading/spelling development . 46 1.4 Multilingual situation in Luxembourg . . . . 51
1.4.1 Language use . . . . 51
1.4.2 Education . . . . 53
1.4.2.1 Luxembourgish . . . . 56
1.4.2.2 German . . . . 59
1.4.2.3 French . . . . 60
1.4.2.4 Dierences between German and French . . . . 61
1.5 Outline of the present study . . . . 63
2 Reading comprehension and spelling in German 67 2.1 Introduction . . . . 68
2.2 Method . . . . 75
2.2.1 Participants . . . . 75
2.2.2 Material . . . . 75
2.2.3 Procedure . . . . 76
2.3 Results . . . . 77
2.4 Discussion . . . . 81
3 Developmental and linguistic inuences on literacy 85 3.1 Introduction . . . . 86
3.2 Method . . . . 90
3.2.1 Participants . . . . 90
3.2.2 Measures . . . . 92
3.2.2.1 Second grade (German tasks) . . . 92
3.2.2.2 Third grade . . . . 94
3.2.2.3 Fourth grade (French tasks) . . . . 95
3.2.2.4 Control tasks . . . . 97
3.2.2.5 Linguistic background . . . . 98
3.3 Results . . . . 98
3.3.1 Development of top and bottom-level processes 99 3.3.1.1 Top-level processes . . . 100
viii Contents
3.3.1.2 Bottom-level processes . . . 107
3.3.2 Group dierences and native language inuence114 3.3.2.1 Dierences between good and poor spellers . . . 115
3.3.2.2 Linguistic background inuences . . 115
3.4 Discussion . . . 119
4 Metaphonology, Reading, Spelling 123 4.1 Introduction . . . 124
4.1.1 Orthographic writing systems . . . 125
4.1.2 Reading and spelling development in dierent orthographic writing systems . . . 125
4.1.3 Specic reading/spelling disability . . . 128
4.1.3.1 Reading and spelling diculties in dierent orthographic writing systems130 4.1.3.2 Multilingual reading/spelling dis- ability . . . 135
4.1.4 Present study . . . 138
4.2 Method . . . 141
4.2.1 Participants . . . 141
4.2.2 Materials and procedures . . . 142
4.2.2.1 Metaphonological tasks . . . 142
4.2.2.2 Reading . . . 145
4.2.2.3 Spelling . . . 149
4.2.2.4 Grapheme knowledge . . . 152
4.2.2.5 Control tasks . . . 153
4.3 Results . . . 153
4.3.1 Prediction of groups . . . 153
4.3.2 Metaphonology . . . 158
4.3.3 Reading . . . 161
4.3.3.1 German reading . . . 161
4.3.3.2 French reading . . . 167
4.3.3.3 Comparison of German and French reading patterns . . . 172
4.3.4 Spelling . . . 174
Contents ix
4.3.4.1 German spelling categories . . . 174
4.3.4.2 French spelling categories . . . 179
4.3.4.3 Comparison of German and French spelling patterns . . . 184
4.4 Discussion . . . 185
5 Recognizing and generating orthographic regular- ities 191 5.1 Introduction . . . 192
5.1.1 Implicit orthographic knowledge . . . 192
5.1.1.1 Monolingual children . . . 192
5.1.1.2 Dyslexic children . . . 195
5.1.1.3 Bilingual children . . . 196
5.1.2 Inuence of implicit orthographic knowledge on spelling . . . 197
5.1.3 Present study . . . 199
5.2 Method . . . 201
5.2.1 Participants . . . 201
5.2.2 Materials . . . 202
5.2.2.1 Orthographic judgment . . . 202
5.2.2.2 Spelling . . . 203
5.2.3 Procedure . . . 204
5.3 Results . . . 206
5.3.1 Orthographic judgment: Children . . . 206
5.3.1.1 German . . . 206
5.3.1.2 French . . . 208
5.3.1.3 Task language comparison . . . 211
5.3.2 Orthographic judgment: Students . . . 212
5.3.2.1 German . . . 212
5.3.2.2 French . . . 213
5.3.3 Inconsistent spellings . . . 215
5.3.3.1 German . . . 216
5.3.3.2 French . . . 216
5.3.3.3 Error analysis . . . 218
5.4 Discussion . . . 220
x Contents
6 French cognate and nonword spelling 225
6.1 Introduction . . . 226
6.1.1 Present study . . . 231
6.2 Method . . . 233
6.2.1 Participants . . . 233
6.2.1.1 Good and poor spellers (grade 4) . 233 6.2.1.2 Normal developing children (grade 3, grade 4) . . . 236
6.2.2 Material . . . 237
6.2.2.1 French standardized tasks . . . 238
6.2.2.2 French word dictation . . . 238
6.2.2.3 Nonword dictation . . . 240
6.3 Results . . . 242
6.3.1 French standardized tasks . . . 243
6.3.2 French word spelling . . . 246
6.3.3 Nonword spelling in fourth grade according to spelling ability . . . 248
6.3.3.1 French nonword spelling . . . 248
6.3.3.2 German nonword spelling . . . 251
6.3.3.3 Task comparison . . . 253
6.3.4 Nonword spelling of third and fourth grade children . . . 255
6.3.4.1 French nonword spelling . . . 255
6.3.4.2 German nonword spelling . . . 258
6.3.4.3 Task comparison . . . 260
6.4 Discussion . . . 261
7 General discussion 267 7.1 Review of the main results . . . 268
7.1.1 Dissociation between top- and bottom-level processes . . . 268
7.1.2 Performance patterns of reading and spelling in German and in French . . . 271
7.1.3 Transfer . . . 273
7.1.4 Language dierentiation . . . 275
Contents xi
7.1.5 Development of the sample . . . 278
7.2 Model proposition of bilingual spelling . . . 280
7.3 Limitations and perspectives . . . 286
Acknowledgements 289 Appendices 291 Ch 2 German reading comprehension 291 Ch 4 Metaphonolgy, Reading, Spelling 293 Metaphonology . . . 293
German . . . 293
Phoneme segmentation . . . 293
Phoneme deletion . . . 294
Acronym . . . 295
French . . . 296
Phoneme segmentation . . . 296
Phoneme deletion . . . 297
Acronym . . . 298
Reading . . . 299
German . . . 299
French . . . 301
Spelling . . . 302
German . . . 302
French . . . 305
Ch 5 Orthographic judgment 309 Ch 6 Spelling tasks 311 French word dictation . . . 311
Nonword dication . . . 311
French . . . 311
Nonword instructions . . . 311
Nonwords . . . 312
German . . . 312
xii Contents Nonword Instructions . . . 312 Nonwords . . . 313
References 315
