Spelling

1. Front Matter

   Pages i-v

   PDF

2. Introduction to special issue on spelling

   • Rebecca Treiman

   Pages 1-5

3. Children’s sensitivity to rime unit frequency when spelling words and nonwords

   • Kate Nation

   Pages 7-24

4. Rules versus analogies in children’s spelling: Evidence for task dependence

   • Rachael P. Deavers, Gordon D. A. Brown

   Pages 25-47

5. Difficulties with consonants in the spelling and segmentation of CCVCC pseudowords: Differences among Dutch first graders

   • Wim H. J. Van Bon, Inge J. C. A. F. Uit De Haag

   Pages 49-72

6. The spelling performance of ESL and native speakers of English as a function of reading skill

   • Lesly Wade-Woolley, Linda S. Siegel

   Pages 73-92

7. Grammar and phonology predict spelling in middle childhood

   • Valerie Muter, Margaret Snowling

   Pages 93-111

8. Learning to spell regular and irregular verbs

   • Terezinha Nunes, Peter Bryant, Miriam Bindman

   Pages 113-135

9. Is children’s spelling naturally stage-like?

   • Connie K. Varnhagen, Michelle McCallum, Meridith Burstow

   Pages 137-167

10. Is it misspelled or is it mispelled? The influence of fresh orthographic information on spelling

    • Maureen Dixon, Zofia Kaminska

    Pages 169-184

11. Lexical priming of nonword spelling in the regular orthography of Italian

    • Christopher Barry, Pierluigi De Bastiani

    Pages 185-203

12. Back Matter

    Pages 205-206

    PDF

are the findings that Wade-Woolley and Siegel obtained when they studied children for whom English was a second language. Although the second language speakers performed more poorly than the native speakers on tests of syntactic knowledge, phoneme deletion, and pseudoword repetition, the second language speakers were not worse than the native speakers in spelling. These results suggest that, even if children have not fully mastered the sound system of their second language, they need not be disadvantaged in spelling it. The findings appear to pose a challenge to views of reading and spelling that place primary emphasis on phonology. The Muter and Snowling study, together with the Nunes, Bryant and Bindman study, broadens the focus by examining aspects of spelling beyond phonology. Muter and Snow ling, in their longitudinal study of British school­ children, examined the degree to which various linguistic skills measured between the ages of 4 and 6 predicted spelling ability at age 9. The results support the idea that phonological skill plays an important role in spelling development, and further suggest that awareness of phonemes is more strongly related to spelling ability than awareness of rimes. In addition, grammatical awareness appears to predict spelling skill. Children who are able to reflect on meaning relationships among words may be in a position to understand how this information is represented in English spelling.

• ESL
• Priming
• frequency
• learning
• native speaker

• Department of Psychology, Wayne University, Detroit, USA

  Rebecca Treiman

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