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008			230808b ph ||||| |||| 00| 0 eng d
040			_cOCT
240			_aThe Elementary School Journal / _hMarch 2023
245			_aExaminig the relationship betwenn word reading and nonword reading development within an orthoraphic learning framework / _cAshley A. Edwards, Laura M. Seacy, Valeria M. Rigobon, Yaacov Petscher, Donald L. Compton
260			_aChicago, IL : _bThe University Chicago Press, _c2023
300			_aVol 123 (3) : page 396-413
505			_aABSTRACT :Perfetti's representational quality hypothesis suggests that orthographic learning in developing readers is associated with two important changes to the orthographic lexicon that drive continued word reading development, namely, addition of word-specific representations and acquisition of complex context-dependent decoding skills. Perfetti further hypothesizes that these two changes are mutually fa-cilitative suggesting a bidirectional relationship. To test this hypothesis, cross-lagged panel models were used to model the relationship between word reading and non-word reading longitudinally across Grades 1-4 in a diverse sample (N = 433) of developing readers. Overall results revealed the codevelopmental pattern between word and nonword reading to be bidirectional in nature such that word reading impacted later nonword reading and vice versa. These bidirectional relations did not differ significantly between those who qualify for free and reduced
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