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Ci sono differenti predittori della lettura nelle lingue che hanno un’ortografia trasparente? Evidenze da uno studio longitudinale.

Leena Holopainen, Doris Kofler, Arno Koch, Airi Hakkarainen, Kristin Bauer, Livia Taverna


The aim of this study was to use path modelling to establish how rapid automatized naming (RAN), verbal short-term memory (VSTM), letter-sound connection (LSC), phoneme blending (PHB), and Raven tasks predict reading in Finnish and German. Students (N = 769) from Finland, Germany, and Italy (German-speaking children from South Tyrol) were followed from first grade until the end of second grade. Firstly, in all countries, LSC was found to be the strongest predictor for reading in first grade. Secondly, Finnish students’ word-reading skills were better than those of German and Italian students throughout the follow-up period, but word-reading level in first grade predicted word-reading level after one year only for Italian and German students. Thirdly, rapid automatized naming (RAN) and verbal short-term memory (VSTM) predicted reading skills in each orthography and country with a different power and at different phases, implying that the educational system also has a role in predicting reading skills.


Cross-linguistic analysis; Educational systems; Orthography; Phonological processing; Reading acquisition.

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DOI: https://doi.org/10.7358/ecps-2020-021-holo

Copyright (©) 2020 Leena Holopainen, Doris Kofler, Arno Koch, Airi Hakkarainen, Kristin Bauer, Livia Taverna – Editorial format and Graphical layout: copyright (©) LED Edizioni Universitarie

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Journal of Educational, Cultural and Psychological Studies (ECPS)
Registered by Tribunale di Milano (19/05/2010 n. 278)
Online ISSN 2037-7924 - Print ISSN 2037-7932

Research Laboratory on Didactics and Evaluation - Department of Education - "Roma Tre" University

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