| Title: |
The Contributions of Reading and Phonological Awareness for Spelling in Grade Three isiXhosa Learners |
| Language: |
English |
| Authors: |
Daries, Mikaela A. (ORCID 0000-0001-6988-7445); Bowles, Tracy N. (ORCID 0000-0002-9897-3630); Schaefer, Maxine N. (ORCID 0000-0002-5455-2762) |
| Source: |
Reading & Writing: Journal of the Literacy Association of South Africa. 2022 13(1). |
| Availability: |
AOSIS. 15 Oxford Street, Durbanville, Cape Town, 7550 South Africa. Tel: +27-21-975-2602; Fax: +27-21-975-4635; e-mail: publishing@aosis.co.za; Web site: https://rw.org.za/index.php/rw |
| Peer Reviewed: |
Y |
| Page Count: |
14 |
| Publication Date: |
2022 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Early Childhood Education; Elementary Education; Grade 3; Primary Education |
| Descriptors: |
African Languages; Reading Skills; Phonological Awareness; Spelling; Grade 3; Elementary School Students; Correlation; Predictor Variables; Reading Writing Relationship; Reading Fluency; Foreign Countries |
| Geographic Terms: |
South Africa |
| ISSN: |
2079-8245; 2308-1422 |
| Abstract: |
Background: One factor which is consistently highlighted in research on literacy is the lack of understanding of how literacy develops in the Southern-Bantu languages. In particular, little is known about spelling in the Southern-Bantu languages such as isiXhosa. Objectives: Through the use of an initial exploratory study and a conceptual replication study, we examined the relationships between reading, phonological awareness, and spelling in isiXhosa grade 3 learners. The initial exploratory study sought to describe the relationships between reading and spelling, and phonological awareness and spelling in a sample of 49 grade 3 isiXhosa learners. We then conceptually replicated this study with a larger sample of 200 grade 3 isiXhosa learners. We expected that both reading and phonological awareness would be related to spelling and that the strength of the relationship between reading and spelling, and phonological awareness and spelling would vary with spelling ability, due to the changes that occur in the development of spelling. Method: Cross-sectional, quantitative secondary data were used from two different projects to answer the research questions. Tasks of phonological awareness, oral reading fluency and spelling were developed and administered to the participants. Results: We found that reading was a replicable predictor of spelling for grade 3 isiXhosa learners and that phonological awareness was influential only at the mid-range of spelling performance. Conclusion: Our findings emphasise the importance of the reading-writing connection, and lend support for what has been found for other consistently written languages, adding to the growing body of knowledge of universal predictors of spelling development. |
| Abstractor: |
As Provided |
| Entry Date: |
2023 |
| Accession Number: |
EJ1371431 |
| Database: |
ERIC |