Abstract
This study examined the influence of reading experience on the development of component spelling skills. Three groups of sixth-grade children were identified - good readers-good spellers (Good), good readers-poor spellers (Mixed), and poor readers-poor spellers (Poor). The children completed three different spelling tasks that assessed component spelling skills involving the use and knowledge of sound-spelling, orthographic, morphological, and visual information. Good subjects performed consistently better than Mixed and Poor subjects. Mixed and Poor subjects did not differ on measures requiring use and knowledge of sound-spelling, orthographic, and visual information. Mixed subjects performed better than Poor subjects on measures assessing use and knowledge of morphological information. It is suggested that, as a result of their greater experience with print, Mixed subjects have better knowledge of some of the linguistic, but not the visual, characteristics of words.
Original language | English (US) |
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Pages (from-to) | 425-437 |
Number of pages | 13 |
Journal | Applied Psycholinguistics |
Volume | 11 |
Issue number | 4 |
DOIs | |
State | Published - 1990 |
Externally published | Yes |
ASJC Scopus subject areas
- Linguistics and Language
- Psychology(all)
- Language and Linguistics
- Experimental and Cognitive Psychology