Original Article
Towards an understanding of how children read and spell irregular words: the role of nonword and orthographic processing skills
Abstract
This study examined, in 180 children aged from 6 to 9 years, to what extent irregular word reading and spelling were predicted by vocabulary knowledge, reading frequency, orthographic processing and nonword reading skill. Consistent with models of reading highlighting the quasi‐regular nature of irregular words, it was found that nonword reading was a large and significant predictor of irregular word reading even when entered into a regression analysis after all of the other variables. However, irregular word spelling was equally well predicted by orthographic and nonword reading skills. The results are discussed in relation to models of word reading and reading development.
Citing Literature
Number of times cited: 3
- Vibeke Rønneberg and Mark Torrance, Cognitive predictors of shallow-orthography spelling speed and accuracy in 6th grade children, Reading and Writing, (2017).
- Lee Sheriston, Sarah Critten and Emily Jones, Routes to Reading and Spelling: Testing the Predictions of Dual‐Route Theory, Reading Research Quarterly, 51, 4, (403-417), (2016).
- Sarah Critten, Lee Sheriston and Franceska Mann, Young Children's spelling representations and spelling strategies, Learning and Instruction, 46, (34), (2016).
