Analysis of orthographic knowledge and its relationship to naming speed, phonological awareness, and single word identification

Abstract

Past reading acquisition research has provided support for the hypothesis that sensitivity to the sound structure of words (phonological skill) is related to the development of effective orthographic (letter-pattern) processing (Ehri, 1992). The experiment reported here examined the hypothesis that quick and efficient access to letter codes might also be related to the development of orthographic abilities. A new measure of orthographic awareness, based on differential reaction time to high and low frequency letter patterns, was developed. The emergence of children's sensitivity to orthographic structure was examined among children in grades 1, 2, and 3, using the new measure and two more conventional ones.

Results indicated that depending on the orthographic measure used, children began demonstrating a sensitivity to orthographic structure by grade 2 or 3. Furthermore, rapid naming speed (assessing quick access to letter codes) as well as phonological skill were related to a number of the orthographic tasks. Orthographic task differences are discussed in an attempt to explain rapid naming speed's varying degree of contribution to these measures. Finally, rapid naming speed's contribution to word identification, beyond its contribution to orthographic knowledge, is explored.