Topp-Spell: Towards a developmental spelling model: Identification of cognitive precursors and processes underlying typical and atypical spelling acquisition in German

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Word reading and spelling skills represent the foundation for more advanced literacy skills, such as comprehending and producing written text. Literacy skills are present in everyday life and problems in these skills can have serious negative effects on professional careers and personal well-being. Both basic literacy skills (word reading and spelling) are acquired during the early primary school years. However, previous studies mainly focused on reading development while research on spelling development is scarce. This is especially problematic given that prevalence studies have shown that reading and spelling skills can dissociate and that deficits affecting only one literacy domain occur nearly as frequent as combined reading and spelling problems. Furthermore, reading and spelling problems seem to be associated with different risk factors and different problems in word processing. Thus, results from reading research cannot be directly transferred to spelling. Against this background, the current research project focuses on spelling development. The aim of the project is to improve our understanding of the foundations and processes underlying typical as well as atypical spelling development. The project consists of two complementary parts: Part 1 is a longitudinal study assessing the cognitive foundations of spelling development from the end of kindergarten to mid of Grade 3. Results will improve early identification of children at risk of spelling problems and will inform about predictors and changes of predictors during spelling development. Part 2 consists of two experimental studies and focuses on orthographic processing, which is crucial for spelling words correctly. Both studies compare orthographic processing in children with and without spelling problems. The first experimental study includes a series of learning experiments in order to investigate the acquisition of orthographic knowledge. The second experimental study examines the neurophysiological correlates of orthographic processing by applying a novel ERP-paradigm, which assesses orthographic and phonological processing independently. Both experimental studies in Part 2 aim to specify the deficits in orthographic processing associated with poor spelling skills. The two project parts together will allow to identify the developmental pathways underlying typical as well as atypical spelling acquisition and to identify the processes associated with typical and atypical orthographic processing. These findings will inform theoretical models of spelling development and will improve early identification of children at risk of spelling problems as well as diagnosis in the first primary school years. The specification of the orthographic processing deficits can help to develop more tailored intervention programs that are likely to increase intervention effects.