Wagner and Torgesen's (1987) tripartite phonological processing model transfers to German and its transparent orthography¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The Wagner and Torgesen (1987) model of phonological processing, originally developed for English, is applicable to German orthography with transparent grapheme-to-phoneme correspondences. → Brandenburg 2017

Evidence¶

Brandenburg 2017¶

Brandenburg, Janin; Klesczewski, Julia; Schuchardt, Kirsten; Fischbach, Anne; Büttner, Gerhard; Hasselhorn, Marcus (2017). Phonological processing in children with specific reading disorder versus typical learners. Factor structure and measurement invariance in a transparent orthography. The Journal of educational psychology 109 (2017) 5, S. 709-726. https://doi.org/10.1037/edu0000162

q3 · i? · associational · r2

Confirmatory factor analyses comparing latent structure of phonological processing skills in 209 German third graders supported the model's transfer; the article reports that "Wagner and Torgesen's (1987) model transfers to the German language and its orthography."

"First, Wagner and Torgesen's (1987) model transfers to the German language and its orthography with transparent grapheme-to-phoneme correspondences."

Discussion¶

Related Claims¶

• Phonological processing and RAN constitute two separate factors that both account for significant unique variance in literacy attainment in all five orthographies — related
• The tripartite structure of phonological processing is evident in both typical learners and children with reading disorder (factorial invariance) — related
• RAN explained more unique variance in reading speed than phonological measures in English, French, German and Hungarian (16.7 to 22.8%), with Finnish the exception where all proximal factors contributed low, roughly equal amounts — related
• Measurement and structural invariance of the phonological processing model holds across typical learners and children with reading disorder — related