Do children use similar processes to read and spell words?

Gloria S. Waters, Maggie Bruck, Mark Seidenberg

Research output: Contribution to journalArticle

Abstract

The use of spelling-sound information in both reading and spelling was evaluated by having children read and spell nonwords and five types of words that differed in terms of their regularity for reading and spelling. The subjects were grade 3 children who had been psychometrically defined as good readers and good spellers ("good"), good readers and poor spellers ("mixed"), or poor readers and poor spellers ("poor"). Results indicated that all children attempted to use spelling-sound correspondences in both reading and spelling, although children in both the mixed and the poor groups had weaker knowledge of these correspondences and were less systematic in their use of them. Furthermore, even though the children in the mixed group had been matched with children in the good group on reading comprehension, the number and type of errors made by the mixed subjects on both the reading and spelling tasks were more similar to those of the poor subjects than to those of the good subjects.

Original languageEnglish (US)
Pages (from-to)511-530
Number of pages20
JournalJournal of Experimental Child Psychology
Volume39
Issue number3
DOIs
StatePublished - 1985
Externally publishedYes

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ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Experimental and Cognitive Psychology

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Do children use similar processes to read and spell words? / Waters, Gloria S.; Bruck, Maggie; Seidenberg, Mark.

In: Journal of Experimental Child Psychology, Vol. 39, No. 3, 1985, p. 511-530.

Research output: Contribution to journalArticle

Waters, Gloria S. ; Bruck, Maggie ; Seidenberg, Mark. / Do children use similar processes to read and spell words?. In: Journal of Experimental Child Psychology. 1985 ; Vol. 39, No. 3. pp. 511-530.
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