Effects of reading skill on component spelling skills

Maggie Bruck, Gloria Waters

Research output: Contribution to journalArticlepeer-review

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 languageEnglish (US)
Pages (from-to)425-437
Number of pages13
JournalApplied Psycholinguistics
Volume11
Issue number4
DOIs
StatePublished - 1990
Externally publishedYes

ASJC Scopus subject areas

  • Linguistics and Language
  • Psychology(all)
  • Language and Linguistics
  • Experimental and Cognitive Psychology

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