Influence of dialect use on early reading and spelling acquisition in German-speaking children in Grade 1 |
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| Authors: | Jessica C Bühler Timo von Oertzen Catherine A McBride Sabine Stoll Urs Maurer |
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| Institution: | 1. Department of Psychology, University of Zurich, Zurich, Switzerland;2. Neuroscience Center Zurich, University of Zurich and ETH Zurich, Zurich, Switzerlandjessica.buehler@psychologie.uzh.ch;4. Department of Psychology, Universit?t der Bundeswehr München, Neubiberg, Germany;5. Department of Psychology, The Chinese University of Hong Kong, Shatin, N.T, Hong Kong;6. Brain and Mind Institute, The Chinese University of Hong Kong, Shatin, N.T, Hong Kong;7. Department of Comparative Linguistics, Psycholinguistics Laboratory, University of Zurich, Zurich, Switzerland |
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| Abstract: | During literacy acquisition, children learn to match written and spoken language. Little is known about how this is achieved by children who grow up speaking a dialect. The present study examined literacy-related skills before school in 71 children (meanage: 7.61y) with a differing degree of exposure to Swiss-German (SwissG) dialect and tested their reading and spelling skills at the end of Grade 1. No differences in Grade 1 reading and spelling were found between groups of children with different SwissG exposure. Structural Equation Modelling (SEM) revealed that SwissG exposure was negatively associated with Grade 1 spelling and reading, when statistically controlling for early literacy-related-skills. At the same time, SwissG exposure was positively associated with early literacy-related skills that drive reading and spelling development. Thus, literacy acquisition in children speaking a dialect is characterised by disadvantages due to a linguistic mismatch, but also by compensatory advantages of higher metalinguistic skills. |
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| Keywords: | Dialect linguistic mismatch SEM Grade 1 reading and spelling |
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