Examining Child and Word Factors for English Spelling Development: A Longitudinal Study

• In Event: Assessment of Reading, Writing, and Language Skills Across Elementary and Middle Grades

Abstract

We aimed to explore the role of child and word factors in English spelling development. Data were collected from 165 English-speaking children assessed longitudinally from Grades 2 to 4. Using longitudinal explanatory item response modeling, results showed that word reading had the strongest positive effect on spelling while attentional control also predicted spelling with its influence strengthening over time. Vocabulary had a positive relation to spelling but showed a suppression effect when word reading was accounted for. Among word factors, only morphological complexity and word concreteness had a significant relation with children's spelling. The findings highlight the value of examining the role of child and word factors in spelling development using EIRM to advance our understanding and inform spelling instruction.

Authors

• Youngsun Moon, Stanford University

• Young-Suk Grace Kim, University of California - Irvine