Routes to Reading and Spelling: Testing the Predictions of Dual-Route Theory

L. Sheriston, Sarah Critten, E. Jones

Research output: Contribution to journalArticle

4 Citations (Scopus)
45 Downloads (Pure)

Abstract

Dual-route theory, which emphasizes the importance of lexical and nonlexical routes, makes specific predictions about the kinds of strategies that young students might adopt when attempting to correctly read and spell regular and irregular words. The current study tests these predictions by assessing strategy choice on regular, irregular, and nonword items among a group of 55 English-speaking students ages 8–10 years. Performance measures and verbal self-reports were used to classify strategy choice in reading and spelling. The results confirmed that students were able to draw from a wide repertoire of coexisting strategies to support their reading and spelling activities. Hierarchical regression analyses revealed that pure lexical retrieval could best predict reading and spelling accuracy scores on irregular words, whereas both lexical and nonlexical strategies could, to varying degrees, predict scores on the regular items. Unexpectedly, none of the reported reading or spelling strategies could accurately predict students' scores on the nonword items after controlling for age. The theoretical implications for the application of dual-route theory to early reading and spelling, especially in relation to nonword performance, are discussed and outlined.
Original languageEnglish
Pages (from-to)403-417
JournalReading Research Quarterly
Volume51
Issue number4
DOIs
Publication statusPublished - 26 Mar 2016

Fingerprint

Reading
Students
student
Self Report
performance
Regression Analysis
speaking
regression
Group

Bibliographical note

This is the peer reviewed version of the following article: Sheriston, L. , Critten, S. and Jones, E. (2016) Routes to Reading and Spelling: Testing the Predictions of Dual-Route Theory. Reading Research Quarterly, volume 51 (4): 403-417, which has been published in final form at http://dx.doi.org/10.1002/rrq.143 This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving.

Keywords

  • Assessment
  • Authentic
  • Diagnostic
  • Standardized
  • Decoding
  • Sight words
  • word recognition
  • Phonics
  • phonemic awareness
  • phonological awareness
  • Analytic
  • Explicit
  • Spelling
  • Synthetic
  • Research methodology
  • Experimental
  • quasi-experimental
  • Formative experiments
  • design experiments
  • Scientific
  • Strategies
  • methods
  • and materials
  • Reading strategies
  • Writing strategies
  • Theoretical perspectives
  • Cognitive
  • Developmental
  • Early childhood
  • Childhood

Cite this

Routes to Reading and Spelling: Testing the Predictions of Dual-Route Theory. / Sheriston, L.; Critten, Sarah; Jones, E.

In: Reading Research Quarterly, Vol. 51, No. 4, 26.03.2016, p. 403-417.

Research output: Contribution to journalArticle

@article{e6d8cc738a33416fb76236974aa53fa3,
title = "Routes to Reading and Spelling: Testing the Predictions of Dual-Route Theory",
abstract = "Dual-route theory, which emphasizes the importance of lexical and nonlexical routes, makes specific predictions about the kinds of strategies that young students might adopt when attempting to correctly read and spell regular and irregular words. The current study tests these predictions by assessing strategy choice on regular, irregular, and nonword items among a group of 55 English-speaking students ages 8–10 years. Performance measures and verbal self-reports were used to classify strategy choice in reading and spelling. The results confirmed that students were able to draw from a wide repertoire of coexisting strategies to support their reading and spelling activities. Hierarchical regression analyses revealed that pure lexical retrieval could best predict reading and spelling accuracy scores on irregular words, whereas both lexical and nonlexical strategies could, to varying degrees, predict scores on the regular items. Unexpectedly, none of the reported reading or spelling strategies could accurately predict students' scores on the nonword items after controlling for age. The theoretical implications for the application of dual-route theory to early reading and spelling, especially in relation to nonword performance, are discussed and outlined.",
keywords = "Assessment, Authentic, Diagnostic, Standardized, Decoding, Sight words, word recognition, Phonics, phonemic awareness, phonological awareness, Analytic, Explicit, Spelling, Synthetic, Research methodology, Experimental, quasi-experimental, Formative experiments, design experiments, Scientific, Strategies, methods, and materials, Reading strategies, Writing strategies, Theoretical perspectives, Cognitive, Developmental, Early childhood, Childhood",
author = "L. Sheriston and Sarah Critten and E. Jones",
note = "This is the peer reviewed version of the following article: Sheriston, L. , Critten, S. and Jones, E. (2016) Routes to Reading and Spelling: Testing the Predictions of Dual-Route Theory. Reading Research Quarterly, volume 51 (4): 403-417, which has been published in final form at http://dx.doi.org/10.1002/rrq.143 This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving.",
year = "2016",
month = "3",
day = "26",
doi = "10.1002/rrq.143",
language = "English",
volume = "51",
pages = "403--417",
journal = "Reading Research Quarterly",
issn = "0034-0553",
publisher = "International Reading Association",
number = "4",

}

TY - JOUR

T1 - Routes to Reading and Spelling: Testing the Predictions of Dual-Route Theory

AU - Sheriston, L.

AU - Critten, Sarah

AU - Jones, E.

N1 - This is the peer reviewed version of the following article: Sheriston, L. , Critten, S. and Jones, E. (2016) Routes to Reading and Spelling: Testing the Predictions of Dual-Route Theory. Reading Research Quarterly, volume 51 (4): 403-417, which has been published in final form at http://dx.doi.org/10.1002/rrq.143 This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving.

PY - 2016/3/26

Y1 - 2016/3/26

N2 - Dual-route theory, which emphasizes the importance of lexical and nonlexical routes, makes specific predictions about the kinds of strategies that young students might adopt when attempting to correctly read and spell regular and irregular words. The current study tests these predictions by assessing strategy choice on regular, irregular, and nonword items among a group of 55 English-speaking students ages 8–10 years. Performance measures and verbal self-reports were used to classify strategy choice in reading and spelling. The results confirmed that students were able to draw from a wide repertoire of coexisting strategies to support their reading and spelling activities. Hierarchical regression analyses revealed that pure lexical retrieval could best predict reading and spelling accuracy scores on irregular words, whereas both lexical and nonlexical strategies could, to varying degrees, predict scores on the regular items. Unexpectedly, none of the reported reading or spelling strategies could accurately predict students' scores on the nonword items after controlling for age. The theoretical implications for the application of dual-route theory to early reading and spelling, especially in relation to nonword performance, are discussed and outlined.

AB - Dual-route theory, which emphasizes the importance of lexical and nonlexical routes, makes specific predictions about the kinds of strategies that young students might adopt when attempting to correctly read and spell regular and irregular words. The current study tests these predictions by assessing strategy choice on regular, irregular, and nonword items among a group of 55 English-speaking students ages 8–10 years. Performance measures and verbal self-reports were used to classify strategy choice in reading and spelling. The results confirmed that students were able to draw from a wide repertoire of coexisting strategies to support their reading and spelling activities. Hierarchical regression analyses revealed that pure lexical retrieval could best predict reading and spelling accuracy scores on irregular words, whereas both lexical and nonlexical strategies could, to varying degrees, predict scores on the regular items. Unexpectedly, none of the reported reading or spelling strategies could accurately predict students' scores on the nonword items after controlling for age. The theoretical implications for the application of dual-route theory to early reading and spelling, especially in relation to nonword performance, are discussed and outlined.

KW - Assessment

KW - Authentic

KW - Diagnostic

KW - Standardized

KW - Decoding

KW - Sight words

KW - word recognition

KW - Phonics

KW - phonemic awareness

KW - phonological awareness

KW - Analytic

KW - Explicit

KW - Spelling

KW - Synthetic

KW - Research methodology

KW - Experimental

KW - quasi-experimental

KW - Formative experiments

KW - design experiments

KW - Scientific

KW - Strategies

KW - methods

KW - and materials

KW - Reading strategies

KW - Writing strategies

KW - Theoretical perspectives

KW - Cognitive

KW - Developmental

KW - Early childhood

KW - Childhood

U2 - 10.1002/rrq.143

DO - 10.1002/rrq.143

M3 - Article

VL - 51

SP - 403

EP - 417

JO - Reading Research Quarterly

JF - Reading Research Quarterly

SN - 0034-0553

IS - 4

ER -