Phonological awareness predicts irregular word spelling from Yr 2 onward but does not predict regular word or pseudoword spelling at any year group¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r3 · q3
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? PA showed no effect in Yr R for irregular words but a significantly stronger effect from Yr 2 through Yr 6. → Niolaki 2022 q3 i? PA was not significantly related to regular word or pseudoword spelling, and this did not change with experience. → Niolaki 2022 (2)

Evidence¶

Niolaki 2022¶

Niolaki, G., Vousden, J., Terzopoulos, A., Shepherd, D.-L., Debney, L., & Masterson, J. (2022). Spelling predictors; investigating the role of phonological ability and rapid naming in a large cross-sectional British study. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2022.101635

q3 · i? · associational · r3

Mixed-model analysis for irregular word spelling in 641 children, controlling for reading and sublexical knowledge; PA-by-year interactions from Yr 2 to Yr 6 were significant relative to Yr R (e.g., Yr 4*PA t = 3.48).

"There is no effect of PA in Yr R; however, by Yr 2 and through to Yr 6, there is a significant change, such that the effect of PA is stronger than in Yr R."

Niolaki 2022 (2)¶

Niolaki, G., Vousden, J., Terzopoulos, A., Shepherd, D.-L., Debney, L., & Masterson, J. (2022). Spelling predictors; investigating the role of phonological ability and rapid naming in a large cross-sectional British study. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2022.101635

q3 · i? · associational · r3

Mixed-model analyses for regular word and pseudoword spelling reported insignificant PA-by-year interaction terms, indicating no PA effect on these word types after controlling for reading and sublexical knowledge.

"There is no effect of PA in Yr R, and the insignificant interaction terms indicate that this does not change with experience."

Discussion¶

Learner Variables¶

• Phonological Awareness — predictor: learners who differ on it differ in outcomes

Related Claims¶

• RAN predicts irregular word spelling in Yrs 5–6, regular word spelling in Yrs 2 and 6, and pseudoword spelling in Yr 2, varying with spelling experience — related
• Spelling accuracy for irregular words, regular words and pseudowords improves significantly with year group (spelling experience) — related
• Children spell regular words more accurately than pseudowords and irregular words, and irregular word accuracy falls below pseudoword accuracy until Yr 5 — related
• Irregular word and pseudoword spelling dissociate after controlling for year group, consistent with distinct lexical and sublexical processes — related
• Reading is the strongest predictor of spelling across all word types, while sublexical knowledge predicts pseudoword spelling only and is negatively associated with irregular word spelling — related
• Phoneme awareness is a stronger predictor of reading development than rhyme awareness — related