Previous studies mostly examined the role of orthographic knowledge in basic reading processing (i.e., word-reading), however, regarding higher reading processing (i.e., sentence- and text-comprehension), mixed results were reported. In addition, previous research in transparent languages, such as German, focused mostly on typically skilled readers. The aim of this study was to examine the role of orthographic knowledge in basic reading processing (word-reading) as well as in higher reading processing (sentence- and text-comprehension), in addition to phonological awareness and naming speed in a sample of German elementary school poor readers. For this purpose, data from 103 German third-graders with poor reading proficiency were analyzed via multiple linear regression analysis. Analyses revealed that orthographic knowledge contributes to reading at word- and sentence-level, but not at text-level in German third-graders with poor reading proficiency, over and above phonological awareness and naming speed. These findings support that orthographic knowledge should be considered as a relevant reading related predictor. Therefore, it would be reasonable to include the assessment of orthographic knowledge skills in diagnostic procedures to identify children at risk to develop reading difficulties, besides phonological awareness and naming speed.

先前的研究大多检查了拼字法知识在基本阅读处理（即单词阅读）中的作用，但是，在更高的阅读处理（即句子和文本理解）方面，则报道了混合结果。此外，以前对透明语言（例如德语）的研究主要集中于一般熟练的读者。这项研究的目的是检验拼字知识在基本阅读处理（单词阅读）以及高等阅读处理（句子和文本理解）中的作用，以及语音样本中的语音意识和命名速度。德国小学的贫困读者。为此，通过多元线性回归分析对来自103名阅读能力差的德国三年级学生的数据进行了分析。分析表明，在语音能力和命名速度之外，阅读能力较差的德国三年级学生中，拼字知识有助于单词和句子级别的阅读，而不能促进文本级别的阅读。这些发现支持将正字学知识视为与阅读相关的预测因子。因此，在语音诊断知识和命名速度之外，将正字法知识技能的评估包括在诊断程序中以识别有发展阅读困难风险的儿童是合理的。