Rebecca Treiman, Jacqueline Hulslander, Richard K Olson, Stefan Samuelsson, Åsa Elwér, Bjarte Furnes, Brian Byrne
PURPOSE: Using data from 1,868 children from the US, Australia, and Sweden who took a 10-word spelling test in kindergarten and a standardized spelling test in Grades 1, 2, and (except for the Australian children) Grade 4, we examined two questions. First, does the quality of a child's errors on the kindergarten test help predict later spelling performance even after controlling for the number of correct responses on the kindergarten test? Second, does spelling develop at a faster pace in Swedish than in English? METHOD: We measured kindergarten error quality based on the number of letter additions, deletions, and substitutions needed to transform each error into the correct spelling...
2023: Scientific Studies of Reading