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The role of phonological knowledge and rapid naming in the development of spelling and reading in Turkish

SUMMARY

The present study explored reading and spelling development of Turkish- speaking children in Grade 1 and 2. It was designed to investigate the predictors of word spelling and reading skills and the developmental relationship between spelling and reading abilities. In particular, the role of phonological encoding (PE) skills and rapid automatized naming (RAN) in reading and spelling was examined. A total of 71 students attending Grade 1 and 2 participated in the study. Data were gathered through a battery of tests and analyzed quantitatively. The results showed that phonological encoding was a significant predictor of spelling skills while RAN was a strong predictor of reading skills in Turkish. Besides, phonological encoding significantly contributed to the reading skills of the second graders while it did not account for significant amounts of variance in word reading ability of the first graders.

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