Persistence of Literacy Problems: Spelling in Adolescence and at Mid-Life
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| Title: | Persistence of Literacy Problems: Spelling in Adolescence and at Mid-Life |
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| Language: | English |
| Authors: | Maughan, Barbara, Messer, J., Collishaw, S., Pickles, A., Snowling, M., Yule, W., Rutter, M. |
| Source: | Journal of Child Psychology and Psychiatry. Aug 2009 50(8):893-901. |
| Availability: | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/ |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2009 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Reading Difficulties, Spelling, Socioeconomic Background, Literacy, Adolescents, Foreign Countries, Longitudinal Studies, Adults, Correlation, Predictor Variables |
| Geographic Terms: | United Kingdom |
| DOI: | 10.1111/j.1469-7610.2009.02079.x |
| ISSN: | 0021-9630 |
| Abstract: | Background: Developmental reading problems show strong persistence across the school years; less is known about poor readers' later progress in literacy skills. Method: Poor (n = 42) and normally developing readers (n = 86) tested in adolescence (ages 14/15 years) in the Isle of Wight epidemiological studies were re-contacted at mid-life (ages 44/45 years). Participants completed a spelling test, and reported on educational qualifications, perceived adult spelling competence, and problems in day-to-day literacy tasks. Results: Individual differences in spelling were highly persistent across this 30-year follow-up, with correlations between spelling at ages 14 and 44 years of r = 0.91 (p less than 0.001) for poor readers and r = 0.89 (p less than 0.001) for normally developing readers. Poor readers' spelling remained markedly impaired at mid-life, with some evidence that they had fallen further behind over the follow-up period. Taking account of adolescent spelling levels, continued exposure to reading and literacy demands in adolescence and early adulthood was independently predictive of adult spelling in both samples; family social background added further to prediction among normally developing readers only. Conclusions: By adolescence, individual differences in spelling and its related sub-skills are highly stable. Encouraging young people with reading disabilities to maintain their exposure to reading and writing may be advantageous in the longer term. |
| Abstractor: | As Provided |
| Entry Date: | 2009 |
| Accession Number: | EJ848292 |
| Database: | ERIC |
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| Abstract: | Background: Developmental reading problems show strong persistence across the school years; less is known about poor readers' later progress in literacy skills. Method: Poor (n = 42) and normally developing readers (n = 86) tested in adolescence (ages 14/15 years) in the Isle of Wight epidemiological studies were re-contacted at mid-life (ages 44/45 years). Participants completed a spelling test, and reported on educational qualifications, perceived adult spelling competence, and problems in day-to-day literacy tasks. Results: Individual differences in spelling were highly persistent across this 30-year follow-up, with correlations between spelling at ages 14 and 44 years of r = 0.91 (p less than 0.001) for poor readers and r = 0.89 (p less than 0.001) for normally developing readers. Poor readers' spelling remained markedly impaired at mid-life, with some evidence that they had fallen further behind over the follow-up period. Taking account of adolescent spelling levels, continued exposure to reading and literacy demands in adolescence and early adulthood was independently predictive of adult spelling in both samples; family social background added further to prediction among normally developing readers only. Conclusions: By adolescence, individual differences in spelling and its related sub-skills are highly stable. Encouraging young people with reading disabilities to maintain their exposure to reading and writing may be advantageous in the longer term. |
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| ISSN: | 0021-9630 |
| DOI: | 10.1111/j.1469-7610.2009.02079.x |
