The development of phonological rules and visual strategies in average and poor spellers

Article Abstract:

Age-matched average spellers use phonological rules and orthographic patterns while poor spellers use a more visual approach to spelling. Poor spellers follow a different course of development in learning to spell. These conclusions were drawn from results of a Wide Range Achievement Test-Revised spelling dictation test conducted on 420 children in the 6-16 years age group. The use of visual recall skills and phonological rules increases with age in both poor and average spellers.

Early childhood education

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Evidence for superior orthographic skills in dyslexics

Article Abstract:

Dyslexics' reading strategy may use visual more than phonological word features. The normally achieving and dyslexic readers were given the Woodcock Word Attack Subtest to measure their phonological skills, plus an orthographic awareness task. While normal readers did better than dyslexics in the word attack subtest, dyslexics scored higher in orthographic awareness. Thus, dyslexic and normal readers may be using different skills to reach their reading objectives.

Research, Dyslexia, Reading, Psychology of

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Orthographic representation and phonemic segmentation in skilled readers: a cross-language comparison

Article Abstract:

The reading skills of Hebrew and English readers are examined in the development of an orthographic representation to measure phonemic segmentation and phonological capability. Orthographic units are observed in terms of consonant-plus-vowel (CV) utterances and size differences for CV segments are considered. Phonological information conditioned phonological sensitivity and phonemic segmentation.

English language, Grammar, Comparative and general, Grammar, Phonemics, Readers (People)

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