Individual Differences In Children's Reading And Spelling Strategies And The Skills Supporting Strategy Use (review of article 41th)

Individual Differences In Children's Reading And Spelling Strategies And The Skills Supporting Strategy Use

This study examines individual differences in child literacy and spelling strategies and the specific characteristics of children and cognitive skills that predict the use of strategies. One hundred seventy-two children completed a receptive vocabulary assessment, reading frequency, decoding skills, orthographic processing skills, irregular word and spelling readings and a standard reading of words and spelling. Analysis of children's reading and spelling errors illustrates that different cognitive abilities predict dependence on different strategies. In reading, the decoding skills positively predict the phonological strategy and reverse the orthographic strategy. In spelling, orthographic processing skills positively predict orthographic strategies and predict phonological strategies in reverse. Overall, the phonological reading strategy and the orthographic spelling strategy are closely related to reading and spelling performance. Individual differences in children's reading and spelling strategies, the effectiveness of these strategies and the skills that predict strategic choices are discussed.

Annisa Masnasuri Kesai

16611069

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