Orthographic knowledge as a predictor of reading and spelling in isiXhosa third graders

Background: Research acknowledges the importance of phonological processing and orthographic processing for reading and spelling in both consistently and inconsistently written languages. While the focus has tended to be on the role of phonological processing in languages with consistent orthographies, the role of orthographic processing, specifically orthographic knowledge has yet to be as extensively explored. Aim: To address this gap, this article explores the unique contributions of phonological awareness (PA) and orthographic knowledge for reading and spelling in the consistently written language of isiXhosa. In addition, we investigate the multi-dimensional character of orthographic knowledge by establishing whether letter-sound knowledge is a sub-component of orthographic knowledge, alongside word-specific and general orthographic knowledge. Setting: A quantitative cross-sectional study was conducted with 182 isiXhosa third graders. Methods: Participants completed word-specific and general orthographic knowledge tasks, which were specifically designed for the study, along with tasks of oral reading fluency, spelling accuracy, PA, rapid automatised naming and letter-sound knowledge. Results: Using confirmatory factor analyses along with regression analyses, the findings provide support for the multi-dimensional character of orthographic knowledge inclusive of word-specific orthographic knowledge, general orthographic knowledge and letter-sound knowledge. Further, it was revealed that for this sample of isiXhosa third graders, orthographic knowledge was more influential to reading and spelling performance over and above PA, providing evidence for the importance of orthographic skill for both reading and spelling in isiXhosa. Conclusion: The present study adds to a growing understanding of the multi-dimensional nature of orthographic knowledge and provides evidence for the importance of orthographic knowledge for reading and spelling in isiXhosa. Contribution: The findings support the need for phonics instruction that incorporates activities which build learners’ orthographic knowledge and other writing-related skills. Further, continuous exposure to books and reading will also strengthen learners’ orthographic knowledge.