Do the Relations of Vocabulary and Attentional Control with Word Reading and Spelling Change as a Function of Development and Spelling Scoring Method?
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| Title: | Do the Relations of Vocabulary and Attentional Control with Word Reading and Spelling Change as a Function of Development and Spelling Scoring Method? |
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| Language: | English |
| Authors: | Youngsun Moon, Young-Suk Grace Kim |
| Source: | Grantee Submission. 2024 246. |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2024 |
| Sponsoring Agency: | Institute of Education Sciences (ED) Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH) |
| Contract Number: | R305A130131 R305A180055 R305A170113 P50HD052120 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Grade 2 Primary Education Grade 3 Grade 4 Intermediate Grades |
| Descriptors: | Vocabulary, Attention Span, Sight Method, Spelling, Grade 2, Grade 3, Grade 4, Longitudinal Studies, Student Evaluation, Elementary School Students, Knowledge Level |
| DOI: | 10.1016/j.jecp.2024.106019 |
| ISSN: | 0022-0965 |
| Abstract: | The current study examined the potentially changing relations of vocabulary knowledge and attentional control with word reading and spelling from Grade 2 to Grade 4. Spelling was scored using a conventional correctness score and an alternative nonbinary scoring method that reflects the degree of correctness (i.e., text distance). A total of 165 Grade 2 English-speaking children in the United States were longitudinally followed from Grade 2 to Grade 4 with annual assessments on word reading, spelling, vocabulary, and attentional control. Results from multiple linear regression models in each grade revealed that spelling was significantly related with vocabulary in Grades 3 and 4 and to attentional control in Grades 2 and 3. A reverse pattern emerged for word reading, where word reading was significantly related with vocabulary only in Grade 2 and to attentional control only in Grade 4. The results were similar for either spelling scoring method. Our findings underscore the dynamic relations of vocabulary and attentional control with word reading and spelling for children in Grades 2 to 4. Nonbinary scoring methods for spelling such as text distance might not provide additional insights compared with conventional correctness scores for the relations of vocabulary and attentional control with spelling. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2024 |
| Accession Number: | ED656922 |
| Database: | ERIC |
| Abstract: | The current study examined the potentially changing relations of vocabulary knowledge and attentional control with word reading and spelling from Grade 2 to Grade 4. Spelling was scored using a conventional correctness score and an alternative nonbinary scoring method that reflects the degree of correctness (i.e., text distance). A total of 165 Grade 2 English-speaking children in the United States were longitudinally followed from Grade 2 to Grade 4 with annual assessments on word reading, spelling, vocabulary, and attentional control. Results from multiple linear regression models in each grade revealed that spelling was significantly related with vocabulary in Grades 3 and 4 and to attentional control in Grades 2 and 3. A reverse pattern emerged for word reading, where word reading was significantly related with vocabulary only in Grade 2 and to attentional control only in Grade 4. The results were similar for either spelling scoring method. Our findings underscore the dynamic relations of vocabulary and attentional control with word reading and spelling for children in Grades 2 to 4. Nonbinary scoring methods for spelling such as text distance might not provide additional insights compared with conventional correctness scores for the relations of vocabulary and attentional control with spelling. |
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| ISSN: | 0022-0965 |
| DOI: | 10.1016/j.jecp.2024.106019 |
