Project Rocket
The role of orthographic knowledge in reading and spelling development
The Rocket project investigates the relationships between orthographic knowledge and individual reading and spelling development in German-speaking second graders. The project will also investigate other relevant predictors of written language acquisition, such as phonological awareness, auditory memory and naming speed. The planned longitudinal analysis will contribute to a better understanding of the role of orthographic knowledge in the development of reading and spelling performance.
The Rocket project investigates the role of orthographic knowledge in the individual reading and spelling development of German-speaking second graders.
Phonological awareness, auditory memory and naming speed have been shown to be important components in the acquisition of written language. Orthographic knowledge is another component in this context that is currently receiving increasing attention in research. In Rocket, the extent to which orthopaedic knowledge, together with other sub-skills, is related to the development of reading and spelling is investigated in more detail. Children who are at an early stage of learning to read and spell will be studied in more detail in order to obtain information on the extent to which orthographic knowledge, in addition to the sub-skills mentioned above, is related to the development of reading and spelling.
Collaborators
Prof. Dr. Marcus Hasselhorn, DIPF
Selected Publications
Marković, J., Brod, G., & Tetzlaff, L. (2024). The impact of orthographic knowledge on reading development in German third graders. Reading and Writing. https://doi.org/10.1007/s11145-024-10560-5
Zarić, J., Hasselhorn, M., & Nagler, T. (2021). Orthographic knowledge predicts reading and spelling skills over and above general intelligence and phonological awareness. European Journal of Psychology of Education, 36, 21-43.
Zarić, J., & Nagler, T. (2021). Reading comprehension on word- and sentence-level can be predicted by orthographic knowledge for German children with poor reading proficiency. Reading and Writing, 34, 2031-2057.
Funding
