Lexical and sublexical orthographic knowledge: relationships in an orthography of intermediate depth
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Lexical and sublexical orthographic knowledge: relationships in an orthography of intermediate depth Luís Querido1 · Sandra Fernandes1 · Arlette Verhaeghe1 · Catarina Marques2
© Springer Nature B.V. 2020
Abstract It is widely accepted that orthographic knowledge comprises two components: word-specific orthographic knowledge, also termed lexical orthographic knowledge, and general orthographic knowledge, or sublexical orthographic knowledge. Until now, the study of the relationship between these components throughout literacy development has been somehow neglected. In this study, we examined how they are related at an early stage of literacy development in European Portuguese, an orthography of intermediate depth. Children followed from Grade 2–3 performed two of the most common tasks of orthographic knowledge—the Orthographic Choice Task and the Orthographic Awareness Task. Crossed-lagged structural equation modeling showed significant mutual contributions between the two components of orthographic knowledge, providing thus preliminary evidence of bidirectional relations over time. Results are discussed in the context of theories of reading development taking into account the influence of orthography consistency. Keywords Orthographic knowledge · Word-specific orthographic representations · Orthographic pattern knowledge · Lexical and sublexical orthographic knowledge
* Luís Querido [email protected] Sandra Fernandes [email protected] Arlette Verhaeghe [email protected] Catarina Marques [email protected] 1
Faculdade de Psicologia, Universidade de Lisboa, Alameda da Universidade, 1649‑013 Lisboa, Portugal
2
Instituto Universitário de Lisboa – ISCTE-IUL, Av. das Forças Armadas, Edifício II, 1649‑026 Lisboa, Portugal
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L. Querido et al.
Introduction Orthographic processing skills are commonly defined as ‘the ability to form, store, and access orthographic representations’ (Stanovich & West, 1989, p. 404). The definition of this broad concept captures distinct aspects, namely orthographic learning and orthographic knowledge. Whereas the former refers to the child’s dynamic ability to form orthographic representations, the latter concerns the crystallized store of these representations (Deacon, Pasquarella, Marinus, Tims, & Castles, 2019). It is widely accepted that orthographic knowledge comprises two components (e.g., Apel, 2011; Commissaire & Besse, 2019; Deacon et al., 2019): one that is word-specific and another that is more general (e.g., Apel, 2011). Word-specific orthographic knowledge also termed lexical orthographic knowledge concerns the “ability to directly access specific representations in memory” (Binamé & Poncelet, 2016, p. 16), whereas general orthographic knowledge, or sublexical orthographic knowledge, refers to knowing orthographic regularities within an orthographic system including letter position frequencies, letter pattern redundancies (e.g., consonant doublets), sequential dependencies (permissible letter patterns, i.e.
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