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Reading Development in Swedish Orthography during Grade 1
Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science. (Läs- och skrivgruppen PPI)
2010 (English)In: III. All-European Dyslexia Conference of the European Dyslexia Association, 2010Conference paper, Oral presentation only (Refereed)
Abstract [en]

Does the orthographic complexity of the word matter when the child is acquiring initial reading skills or are other factors more important? The present study presents longitudinal results on word decoding and spelling development of 35 Swedish first grade children. The children were followed in four test points during their first school year. Design and test material were based on Seymour et al, (2003). The results indicate that Swedish readers confirm well to the general pattern of development found in earlier studies. The orthographic complexities in Swedish, seems to affect the children’s reading development. Simple words were generally read correctly more often than complex words. For the first three test points monosyllabic pseudo words were read more correct than simple words. The results indicate that Swedish students in the beginning of the reading process have their attention focused on decoding words with using phonological skills and letter knowledge rather than using a logographic strategy.

Place, publisher, year, edition, pages
2010.
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences
Identifiers
URN: urn:nbn:se:lnu:diva-10168OAI: oai:DiVA.org:lnu-10168DiVA, id: diva2:388945
Conference
EDA
Available from: 2011-01-18 Created: 2011-01-18 Last updated: 2012-12-20Bibliographically approved

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Söderberg Juhlander, Pernilla

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CiteExportLink to record
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Citation style
  • apa
  • ieee
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  • vancouver
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  • en-US
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  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
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  • text
  • asciidoc
  • rtf