Fifteen college students with dyslexia completed a dictation task, spelling recognition task, and nonword spelling task. Their spelling problems were primarily associated with failure to acquire knowledge of the mappings between spelling and sounds of English. Their use and knowledge of morphological information and visual information for spelling…

Examines the degree to which teaching beginning readers to use various types of analogies helps them pronounce new words and nonwords. Finds that, although beginning readers can use analogies, they rely to a large extent on correspondences between individual phonemes and graphemes to decode new words. (RS)