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Spelling strategies in good and poor readers


Applied Psycholinguistics 3(1): 1-14
Spelling strategies in good and poor readers
The use of phoneme-grapheme correspondence rules assumed to underlie phonetic spelling errors was investigated. Adult literacy students as well as 15 and 16 yr olds did 2 spelling tasks employing real words and nonwords, respectively. Good and poor readers were compared in their ability to produce graphemic representations for 4 specific phonemes. Two were relatively ambiguous, and the real-word task investigated the effect of ambiguity as a function of reading skill. While good readers were significantly better than poor readers at representing the critical phonemes, ambiguity had a similar effect on good and poor readers. Nonword results indicate that poor readers can employ phoneme-grapheme correspondences more than is expected from their real-word spelling error patterns.


Accession: 006461584

DOI: 10.1017/S0142716400004124



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