This paper presents the adaptation of the POMAS classification of spelling errors (Silliman et al., Developmental Neuropsychology 29:93-123, 2006, Bahr et al., Journal of Speech, Language & Hearing Research 55:1587-1599, 2012; International Journal of Bilingual Education and Bilingualism 18:73-91, 2015) to Polish orthography. We identified the…

A nonrandomized quasi-experimental, mixed-method double pretest-posttest design was used to compare the effects of a multilinguistic word study model of instruction -- RAVE-O program (Wolf, Miller, & Donnelly, 2000) -- in comparison with a phonics word study model of instruction -- Fountas and Pinnell Phonics Lessons -- Letters, words, and how…

Although research on cognitive correlates of spelling has been conducted, these studies generally do not distinguish between different types of targets that need to be spelled. Arguably, the contributions of these skills differ for words opposed to pseudowords and for targets that can be spelled on the basis of phoneme-to-grapheme conversion…

Over the years, less attention is given to students' spelling skills compared to other areas of literacy achievement like word reading and passage comprehension in relationship to nonmainstream dialect usage. Considering that English spelling is based on the phonological and morphological structures of Mainstream American English (MAE), it is…

Developmental dyslexia is believed to involve a phonological deficit of which the exact properties have not been clearly established. This article presents the findings of a longitudinal case study that suggest that, at least for some people with dyslexia, the fundamental problem involves a disturbance of temporal-spatial ordering abilities. A…

Purpose: A mixed-methods approach, evaluating triple word-form theory, was used to describe linguistic patterns of misspellings. Method: Spelling errors were taken from narrative and expository writing samples provided by 888 typically developing students in Grades 1-9. Errors were coded by category (phonological, orthographic, and morphological)…

We examined how children with and without oral language (word-finding) difficulties (WFD) perform on oral reading (OR) versus silent reading recognition (SRR) tasks when reading the same words and how lexical factors influenced OR accuracy, error patterns, and nature of miscues. Primary-grade students were administered an experimental reading…

This study examined the development of reading and reading-related skills for native and nonnative speakers of English through the first and second grades. Tasks assessing reading, phonological, and language processing were administered to 36 native English speakers (NS) and 38 children who spoke English as a second language (ELL). Both ELL and NS…