When children start to learn to read English, they benefit from learning grapheme-phoneme correspondences. As they become more skilled, they use larger graphophonic units and morphemes in word recognition and spelling. We hypothesized that these 2 types of units in decoding make independent contributions to children's reading comprehension and…

Treiman and Cassar (1996) argued that young children are capable of assembling spellings from their constituent morphemes. The present study aims to replicate the methodology used by Treiman and colleagues to investigate whether young children in the UK are using morphological spelling strategies. Eighty-three children between five and nine years…