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Direct linkTreiman, Rebecca; Kessler, Brett – Journal of Educational Psychology, 2006
Although English lacks 1-to-1 relationships between sounds and spellings, considering the context in which a phoneme occurs can often aid in selecting a spelling. For example, /a/ is typically spelled as a when it follows /w/, as in wand, but as o when it follows other consonants, as in pond. In 2 experiments, the authors asked whether children's…
Descriptors: Spelling, Learning Strategies, Phonemes, Vowels
