Modeling the relationships between cognitive-linguistic skills and literacy skills: new insights from a transparent orthography

Babayigit, S. and Stainthorp, R. (2011) Modeling the relationships between cognitive-linguistic skills and literacy skills: new insights from a transparent orthography. Journal of Educational Psychology, 103 (1). pp. 169-189. ISSN 0022-0663 Available from:

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In this 1-year longitudinal study, we examined the central component processes of reading fluency, spelling accuracy, reading comprehension, and narrative text writing skills of 103 Turkish Cypriot children. Two cohorts of children from 2nd and 4th grades were followed into 3rd and 5th grades, respectively. The testing battery included the measures of phonological awareness, rapid automatized naming (RAN), vocabulary, listening comprehension, and working memory. In line with previous research evidence from other transparent orthographies, such as German (Wimmer & Mayringer, 2002), we have also found that whereas phonological awareness was the strongest predictor of spelling, RAN was a powerful predictor of reading fluency. The overall pattern of relationships were broadly in line with the models of reading comprehension and writing in English and further highlighted the central role of oral language skills in children’s comprehension and writing. The results have also underscored the complexity of the relationships between reading fluency and reading comprehension and likewise between transcription skills and writing quality. Finally, it has become clear from the findings that there is a need for an integrated and comprehensive approach to the study of reading comprehension and writing. Taken together, the overall results suggested that alongside many similarities, there are distinct differences in the ways in which different component processes are related to different literacy skills that can be further influenced by the nature of the input language and orthography.

Item Type:Article
Uncontrolled Keywords:reading fluency, spelling, reading comprehension, narrative text writing, listening comprehension
Faculty/Department:Faculty of Health and Applied Sciences > Department of Health and Social Sciences
ID Code:16004
Deposited By: Dr S. Babayigit
Deposited On:21 Nov 2011 15:03
Last Modified:25 Jan 2017 09:47

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