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Effects of reading skill on component spelling skills

Published online by Cambridge University Press:  28 November 2008

Maggie Bruck and
Gloria Waters
Maggie Bruck*
Affiliation:
McGill University
Gloria Waters
Affiliation:
McGill University
*
Maggie Bruck, Maggie Bruck, Learning Center of Quebec, 3640 Mountain Street, Montreal, Quebec H3G 2A8, Canada
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Abstract

This study examined the influence of reading experience on the development of component spelling skills. Three groups of sixth-grade children were identified – good readers-good spellers (Good), good readers-poor spellers (Mixed), and poor readers-poor spellers (Poor). The children completed three different spelling tasks that assessed component spelling skills involving the use and knowledge of sound-spelling, orthographic, morphological, and visual information. Good subjects performed consistently better than Mixed and Poor subjects. Mixed and Poor subjects did not differ on measures requiring use and knowledge of sound-spelling, orthographic, and visual information. Mixed subjects performed better than Poor subjects on measures assessing use and knowledge of morphological information. It is suggested that, as a result of their greater experience with print, Mixed subjects have better knowledge of some of the linguistic, but not the visual, characteristics of words.

Information

Type
Articles
Information
Applied Psycholinguistics , Volume 11 , Issue 4 , December 1990, pp. 425 - 437
Copyright
Copyright © Cambridge University Press 1990

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References

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