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? |
|---|---|
| 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 |
| FullText | Text: Availability: 0 |
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| Header | DbId: eric DbLabel: ERIC An: ED656922 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Do the Relations of Vocabulary and Attentional Control with Word Reading and Spelling Change as a Function of Development and Spelling Scoring Method? – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Youngsun+Moon%22">Youngsun Moon</searchLink><br /><searchLink fieldCode="AR" term="%22Young-Suk+Grace+Kim%22">Young-Suk Grace Kim</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Grantee+Submission%22"><i>Grantee Submission</i></searchLink>. 2024 246. – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 16 – Name: DatePubCY Label: Publication Date Group: Date Data: 2024 – Name: SourceSuprt Label: Sponsoring Agency Group: SrcSuprt Data: Institute of Education Sciences (ED)<br />Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH) – Name: NumberContract Label: Contract Number Group: NumCntrct Data: R305A130131<br />R305A180055<br />R305A170113<br />P50HD052120 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Vocabulary%22">Vocabulary</searchLink><br /><searchLink fieldCode="DE" term="%22Attention+Span%22">Attention Span</searchLink><br /><searchLink fieldCode="DE" term="%22Sight+Method%22">Sight Method</searchLink><br /><searchLink fieldCode="DE" term="%22Spelling%22">Spelling</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+Studies%22">Longitudinal Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1016/j.jecp.2024.106019 – Name: ISSN Label: ISSN Group: ISSN Data: 0022-0965 – Name: Abstract Label: Abstract Group: Ab Data: 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. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: CodeSource Label: IES Funded Group: SrcInfo Data: Yes – Name: DateEntry Label: Entry Date Group: Date Data: 2024 – Name: AN Label: Accession Number Group: ID Data: ED656922 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED656922 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1016/j.jecp.2024.106019 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 16 Subjects: – SubjectFull: Vocabulary Type: general – SubjectFull: Attention Span Type: general – SubjectFull: Sight Method Type: general – SubjectFull: Spelling Type: general – SubjectFull: Grade 2 Type: general – SubjectFull: Grade 3 Type: general – SubjectFull: Grade 4 Type: general – SubjectFull: Longitudinal Studies Type: general – SubjectFull: Student Evaluation Type: general – SubjectFull: Elementary School Students Type: general – SubjectFull: Knowledge Level Type: general Titles: – TitleFull: Do the Relations of Vocabulary and Attentional Control with Word Reading and Spelling Change as a Function of Development and Spelling Scoring Method? Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Youngsun Moon – PersonEntity: Name: NameFull: Young-Suk Grace Kim IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 0022-0965 Numbering: – Type: volume Value: 246 Titles: – TitleFull: Grantee Submission Type: main |
| ResultId | 1 |
