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Is There a Dissociation Between Deficit Subtypes in Word Reading and/or Spelling? A Longitudinal Study From Grade 1 to Grade 4 Across Orthographies.

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Title: Is There a Dissociation Between Deficit Subtypes in Word Reading and/or Spelling? A Longitudinal Study From Grade 1 to Grade 4 Across Orthographies.
Authors: Furnes, Bjarte (AUTHOR), Elwér, Åsa (AUTHOR)
Source: Dyslexia (10769242). Nov2025, Vol. 31 Issue 4, p1-12. 12p.
Subjects: Literacy, Struggling readers, Spelling ability, Longitudinal method, Word recognition, Reading speed, School children, Spelling errors
Abstract: We investigated the stability of word reading and/or spelling deficits in children from Sweden (N = 170) and the U.S. (N = 452) from the end of Grade 1 to Grade 2 and from Grade 2 to Grade 4. Children were assessed for reading fluency and spelling accuracy and classified into subtypes with isolated reading deficits (RD), isolated spelling deficits (SD) or combined deficits (RSD). Stability was assessed using cross‐tabulations and chi‐square or Fisher's exact tests. The RSD subtype showed moderate to high stability across grades, whilst RD and especially SD were significantly less stable. These patterns held across orthographies. Although single‐timepoint identification of isolated deficits may justify monitoring and support, our findings suggest limited predictive value for long‐term persistence. This challenges prior assumptions about the stability of dissociative profiles and underscores that most children with literacy difficulties experience challenges in both the accuracy and efficiency of accessing phonological and orthographic representations. The results have implications for theoretical models of literacy development and for designing interventions targeting early reading and spelling difficulties. [ABSTRACT FROM AUTHOR]
Copyright of Dyslexia (10769242) is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Availability: 0
Header DbId: pbh
DbLabel: Psychology and Behavioral Sciences Collection
An: 189709653
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
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  Label: Title
  Group: Ti
  Data: Is There a Dissociation Between Deficit Subtypes in Word Reading and/or Spelling? A Longitudinal Study From Grade 1 to Grade 4 Across Orthographies.
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  Data: <searchLink fieldCode="AR" term="%22Furnes%2C+Bjarte%22">Furnes, Bjarte</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Elwér%2C+Åsa%22">Elwér, Åsa</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Dyslexia+%2810769242%29%22">Dyslexia (10769242)</searchLink>. Nov2025, Vol. 31 Issue 4, p1-12. 12p.
– Name: Subject
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  Data: <searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Struggling+readers%22">Struggling readers</searchLink><br /><searchLink fieldCode="DE" term="%22Spelling+ability%22">Spelling ability</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+method%22">Longitudinal method</searchLink><br /><searchLink fieldCode="DE" term="%22Word+recognition%22">Word recognition</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+speed%22">Reading speed</searchLink><br /><searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink><br /><searchLink fieldCode="DE" term="%22Spelling+errors%22">Spelling errors</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: We investigated the stability of word reading and/or spelling deficits in children from Sweden (N = 170) and the U.S. (N = 452) from the end of Grade 1 to Grade 2 and from Grade 2 to Grade 4. Children were assessed for reading fluency and spelling accuracy and classified into subtypes with isolated reading deficits (RD), isolated spelling deficits (SD) or combined deficits (RSD). Stability was assessed using cross‐tabulations and chi‐square or Fisher's exact tests. The RSD subtype showed moderate to high stability across grades, whilst RD and especially SD were significantly less stable. These patterns held across orthographies. Although single‐timepoint identification of isolated deficits may justify monitoring and support, our findings suggest limited predictive value for long‐term persistence. This challenges prior assumptions about the stability of dissociative profiles and underscores that most children with literacy difficulties experience challenges in both the accuracy and efficiency of accessing phonological and orthographic representations. The results have implications for theoretical models of literacy development and for designing interventions targeting early reading and spelling difficulties. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Dyslexia (10769242) is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=189709653
RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.1002/dys.70014
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 1
    Subjects:
      – SubjectFull: Literacy
        Type: general
      – SubjectFull: Struggling readers
        Type: general
      – SubjectFull: Spelling ability
        Type: general
      – SubjectFull: Longitudinal method
        Type: general
      – SubjectFull: Word recognition
        Type: general
      – SubjectFull: Reading speed
        Type: general
      – SubjectFull: School children
        Type: general
      – SubjectFull: Spelling errors
        Type: general
    Titles:
      – TitleFull: Is There a Dissociation Between Deficit Subtypes in Word Reading and/or Spelling? A Longitudinal Study From Grade 1 to Grade 4 Across Orthographies.
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            NameFull: Furnes, Bjarte
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            NameFull: Elwér, Åsa
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          Dates:
            – D: 01
              M: 11
              Text: Nov2025
              Type: published
              Y: 2025
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              Value: 31
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              Value: 4
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            – TitleFull: Dyslexia (10769242)
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