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The precursors of double dissociation between reading and spelling in a transparent orthography

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Abstract

Research and clinical practitioners have mixed views whether reading and spelling difficulties should be combined or seen as separate. This study examined the following: (a) if double dissociation between reading and spelling can be identified in a transparent orthography (Finnish) and (b) the cognitive and noncognitive precursors of this phenomenon. Finnish-speaking children (n = 1963) were assessed on reading fluency and spelling in grades 1, 2, 3, and 4. Dissociation groups in reading and spelling were formed based on stable difficulties in grades 1–4. The groups were compared in kindergarten phonological awareness, rapid automatized naming, letter knowledge, home literacy environment, and task-avoidant behavior. The results indicated that the double dissociation groups could be identified even in the context of a highly transparent orthography: 41 children were unexpected poor spellers (SD), 36 were unexpected poor readers (RD), and 59 were poor in both reading and spelling (RSD). The RSD group performed poorest on all cognitive skills and showed the most task-avoidant behavior, the RD group performed poorly particularly on rapid automatized naming and letter knowledge, and the SD group had difficulties on phonological awareness and letter knowledge. Fathers’ shared book reading was less frequent in the RD and RSD groups than in the other groups. The findings suggest that there are discernible double dissociation groups with distinct cognitive profiles. This further suggests that the identification of difficulties in Finnish and the planning of teaching and remediation practices should include both reading and spelling assessments.

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Acknowledgments

This research has been financed by the Academy of Finland (Nr. 213486 for 2006–2011 and Nr. 268586 for 2013–2017) and to the first author (Nr. 276239 for 2014–2019).

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Authors and Affiliations

  1. Department of Teacher Education, University of Jyväskylä, P.O. Box 35, 40014, Jyväskylä, Finland

    Minna Torppa, Marja-Kristiina Lerkkanen & Anna-Maija Poikkeus

  2. Department of Educational Psychology, University of Alberta, Alberta, Canada

    George K. Georgiou

  3. Department of Psychology, University of Turku, Turku, Finland

    Pekka Niemi

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  2. George K. Georgiou
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  3. Pekka Niemi
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  4. Marja-Kristiina Lerkkanen
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  5. Anna-Maija Poikkeus
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Corresponding author

Correspondence to Minna Torppa.

Appendices

Appendix 1

Table 3

Table 3 Effect sizes for the pairwise group comparisons in reading and spelling skills
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Appendix 2

Table 4

Table 4 Effect sizes for the pairwise group comparisons in kindergarten measures
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Torppa, M., Georgiou, G.K., Niemi, P. et al. The precursors of double dissociation between reading and spelling in a transparent orthography. Ann. of Dyslexia 67, 42–62 (2017). https://doi.org/10.1007/s11881-016-0131-5

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