Do children use similar processes to read and spell words?

Gloria S. Waters, Margaret Bruck, Mark Seidenberg

Research output: Contribution to journalArticlepeer-review

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 - Jun 1985

ASJC Scopus subject areas

  • Experimental and Cognitive Psychology
  • Developmental and Educational Psychology

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