This study examined the hypothesis that spelling errors involving vowels are linked to difficulties in vowel perception. Second to fourth graders (n=155) were grouped by reading skill and given vowel discrimination and identification tasks. Vowel identification errors were linearly associated with reading skill and with vowel spelling errors.…

Offers some new evidence about sensitivity to morphemes and the decoding skills of American children in grades three through six. Focuses on knowledge of derivational suffixes, which is examined with sentence completion and sentence acceptability tasks that manipulate the suffixes in real words and nonsense derived forms. Indicates that knowledge…

Examines relations between morphological sensitivity and decoding ability in grades 3 through 6 to investigate the morpho-phonological nature of English orthography. Indicates that children's recognition of derivational relationships improved with grade level. Concludes that both phonological awareness and sensitivity to morphological structure…

Examines the connections between oral reading abilities and spelling behaviors of third- and fifth-grade students. Confirms a strong relationship between spelling skill and oral reading ability, supporting the argument that a common body of conceptual word knowledge underlies both. (RS)

Tests 78 children (8- to 12-year-olds) on cognitive, linguistic, academic, phonemic awareness, and memory ability. Explores the relationship between phonemic awareness, phonological memory, reading and spelling. Finds that phonemic awareness tasks are significantly correlated with reading decoding and spelling measures with slightly higher…

The relationship between reading ability (word recognition) and developmental spelling stages was studied with 11 children (9 boys, 2 girls) with reading disabilities in grades 3, 4, and 5. Word recognition ability was determined by administering the Classroom Reading Inventory. Graded word lists were then used as a measure of word recognition and…

Compares morphological processing of skilled and less skilled Dutch readers. Focuses on the role of prefixes as access units in visual word recognition. Finds evidence for differential use of prefix information in undergraduate students and elementary school children. Concludes that the information accessed by prefixes is semantically combined…

The Reading-Spelling Vocabulary Program (RSVP) is a list of 900 words of highest frequency selected from 14 previous studies of words in print, spoken vocabulary, and children's and adults' handwriting. The words are divided into four levels and 60 lessons of 15 words each. When a sample test was constructed and administered to 266 elementary…

Examination of the relationship between educational attainment and long-lasting, bilateral otitis media with effusion (OME) in 270 Dutch children (ages 2 to 4) found that, at age 7, early bilateral OME affected spelling ability but not reading ability. Effects of treatment with ventilation tubes were not found. (DB)

Compares the abilities of good and poor readers in the second through fifth grades to read a frequency-graduated series of irregularly spelled words presented in isolation and in meaningful context, noting that the number of correctly read words varied with reading ability. (HOD)

The Reading Comprehension and Spelling subtests of the Stanford Achievement Test were administered to 170 eighth grade students to test four null hypotheses about the differences between reading ability, spelling ability, and phonic generalization spelling errors. In addition, a specially constructed Phonics Generalization Spelling Test was…

A cohort of 92 children was followed through sixth grade to investigate the relationship of preschool skills and first-grade phonological awareness to later reading and spelling abilities. In particular, the focus was on the changing roles of letter naming, orthographic awareness, and phonological processing in prediction of reading vocabulary,…

This study of 115 children with attention deficit disorder (ages 6-12) found that those with hyperactivity performed more poorly on a nonword reading task than did those without hyperactivity, that neither age nor gender interacted with subgroup class, and that poorer performance on written spelling/written language measures relative to reading…

This paper describes characteristics of 10-year-old children (n=422) with normal reading ability, but with some signs of dyslexia. Findings indicated these children obtained different results on five measures associated with dyslexia than did other normal achievers without such signs. Measures were underachievement at word recognition, spelling,…

To investigate the effect of the Initial Teaching Alphabet (ITA) on spelling proficiency, a study was devised whereby seventh grade students who had been taught reading in the first and second grade using ITA were compared with students who had been taught in the traditional manner. Each group of students was tested on the spelling sections of two…