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Component processes of early reading, spelling, and narrative writing skills in Turkish: a longitudinal study

Babayiğit, S. and Stainthorp, R. W. (2010) Component processes of early reading, spelling, and narrative writing skills in Turkish: a longitudinal study. Reading and writing: an interdisciplinary journal, 23 (5). pp. 539-568. ISSN 0922-4777

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To link to this item DOI: 10.1007/s11145-009-9173-y


The study examined: (a) the role of phonological, grammatical, and rapid automatized naming (RAN) skills in reading and spelling development; and (b) the component processes of early narrative writing skills. Fifty-seven Turkish-speaking children were followed from Grade 1 to Grade 2. RAN was the most powerful longitudinal predictor of reading speed and its effect was evident even when previous reading skills were taken into account. Broadly, the phonological and grammatical skills made reliable contributions to spelling performance but their effects were completely mediated by previous spelling skills. Different aspects of the narrative writing skills were related to different processing skills. While handwriting speed predicted writing fluency, spelling accuracy predicted spelling error rate. Vocabulary and working memory were the only reliable longitudinal predictors of the quality of composition content. The overall model, however, failed to explain any reliable variance in the structural quality of the compositions

Item Type:Article
Divisions:Arts, Humanities and Social Science > Institute of Education > Language and Literacy in Education
ID Code:15720
Uncontrolled Keywords:Reading; Narrative writing; Grammatical awareness; Phonological awareness; RAN; Spelling
Publisher Statement:The original publication is available at


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