Access the full text.
Sign up today, get DeepDyve free for 14 days.
G.S. Wilkinson (1993)
Wide range achievement test
D. Jared, K. McRae, Mark Seidenberg (1990)
The basis of consistency effects in word namingJournal of Memory and Language, 29
Paul Sowden, J. Stevenson (1994)
Beginning reading strategies in children experiencing contrasting teaching methodsReading and Writing, 6
R. Johnston, G. Thompson (1989)
Is dependence on phonological information in children's reading a product of instructional approach?Journal of experimental child psychology, 48 1
D. Shankweiler, Eric Lundquist (1992)
Chapter 10 On the Relations between Learning to Spell and Learning to ReadAdvances in psychology, 94
E. Richardson, B. DiBenedetto (1986)
Decoding skills test
D. Shankweiler, Eric Lundquist, Lois Dreyer, Cheryl Dickinson (1996)
Reading and spelling difficulties in high school students: Causes and consequencesReading and Writing, 8
R. Taraban, James McClelland (1987)
Conspiracy effects in word pronunciation.Journal of Memory and Language, 26
C. Fletcher-Flinn, G. Thompson (2004)
A mechanism of implicit lexicalized phonological recoding used concurrently with underdeveloped explicit letter-sound skills in both precocious and normal reading developmentCognition, 90
A. Lesgold, L.B. Resnick, K. Hammond (1985)
Reading research: Advances in theory and practice
D. Plaut, James McClelland, Mark Seidenberg, K. Patterson (1996)
Understanding normal and impaired word reading: computational principles in quasi-regular domains.Psychological review, 103 1
D. Zinna (1986)
Children's Sensitivity to Factors Influencing Vowel Reading.Reading Research Quarterly, 21
G. Stone, M. Vanhoy, G. Orden (1997)
Perception Is a Two-Way Street: Feedforward and Feedback Phonology in Visual Word Recognition ☆Journal of Memory and Language, 36
U. Frith (1980)
Unexpected spelling problems
L. Ehri (1997)
Learning to spell
G.B. Thompson, C.M. Fletcher-Flinn (1993)
Reading acquisition processes
F. Schonell (1950)
READING IN JUNIOR CLASSESEducational Review, 2
L.M. Dunn, L.M. Dunn (1981)
Peabody picture vocabulary test-revised
M. Coltheart, K. Rastle (1994)
Serial processing in reading aloud: Evidence for dual-route models of reading.Journal of Experimental Psychology: Human Perception and Performance, 20
L. Ehri (1997)
Learning to read and learning to spell are one and the same, almost.
Jeffrey Kochnower, E. Richardson, Barbara DiBenedetto (1983)
A Comparison of the Phonic Decoding Ability of Normal and Learning Disabled ChildrenJournal of Learning Disabilities, 16
R. Elder (1971)
Oral Reading Achievement of Scottish and American ChildrenThe Elementary School Journal, 71
L. Bradley, P. Bryant (1979)
Independence of Reading and Spelling in Backward and Normal ReadersDevelopmental Medicine & Child Neurology, 21
V. Connelly, R.S. Johnston, G.B. Thompson (1999)
Learning to read: Beyond phonics and whole language
G. Thompson, C. Fletcher-Flinn, D. Cottrell (1999)
Learning correspondences between letters and phonemes without explicit instructionApplied Psycholinguistics, 20
R. Glushko (1979)
The Organization and Activation of Orthographic Knowledge in Reading Aloud.Journal of Experimental Psychology: Human Perception and Performance, 5
U. Goswami, P.E. Bryant (1990)
Phonological skills in learning to read
P.B. Gough, C. Juel, P.L. Griffith (1992)
Reading acquisition
J. Ziegler, M. Montant, A. Jacobs (1997)
The Feedback Consistency Effect in Lexical Decision and NamingJournal of Memory and Language, 37
D. Shankweiler, E. Lundquist (1992)
Orthography, phonology, morphology, and meaning
R. Treiman (1993)
Beginning To Spell
R. Treiman (1991)
Children's spelling errors on syllable-initial consonant clusters.Journal of Educational Psychology, 83
L. Katz, S. Frost (2001)
Phonology constrains the internal orthographic representationReading and Writing, 14
U. Frith (1980)
Cognitive processes in spelling
S.D. Krashen (1992)
Implicit and explicit learning of languages
J. Rosner (1979)
Helping Children Overcome Learning Difficulties
Thompson, Cottrell, Fletcher-Flinn (1996)
Sublexical Orthographic-Phonological Relations Early in the Acquisition of Reading: The Knowledge Sources AccountJournal of experimental child psychology, 62 2
R. Barr (1974)
The Effect of Instruction on Pupil Reading Strategies.Reading Research Quarterly, 10
A. Bosman, G. Orden (1997)
Why spelling is more difficult than reading.
R. Taraban, J.L. McClelland (1987)
Conspiracy effects in word recognitionJournal of Memory and Language, 26
The Discrepancy Hypothesis posits that childrenearly in the acquisition process read visually(holistically) and spell phonologically. Thisclaim was examined and rejected. Weinvestigated reading and spelling in Grade 1and Grade 2 children using controlled nonwordand word materials with a variety oforthographic patterns. While reading andspelling were strongly correlated even amongthe younger readers, discrepancies betweenperformance levels occurred in both directions. Children's responses were affected by wordcharacteristics and whether or not theyreceived school phonics instruction. Phonologically complex words, such as thosecontaining consonant clusters, wereparticularly difficult for Grade 1 children toread, while words that were difficult to spellcorrectly but not to read tended to havemultivalent mappings from sound to spelling.The generation of reading responses tospecially selected nonwords was affected byboth implicit and explicit phonological sourcesof knowledge. Orthographic knowledge gained inspelling did not always transfer to reading,and vice versa.
Reading and Writing – Springer Journals
Published: Oct 27, 2004
Access the full text.
Sign up today, get DeepDyve free for 14 days.