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Peer reviewedCastles, Anne; And Others – Journal of Experimental Child Psychology, 1997
Researchers found that children who were lexical readers (those who read words as units) tended to make more errors involving partial lexical information when spelling irregular words than those who were sublexical readers (those who translated letters into sounds when reading). Sublexical readers tended to spell non-words better and to make more…
Descriptors: Children, Error Patterns, Phoneme Grapheme Correspondence, Reading
Peer reviewedChan, Carol K. K.; Siegel, Linda S. – Journal of Experimental Child Psychology, 2001
Examined phonological processing in a Chinese reading test and on several phonological processing tasks. Found that younger normal and poor readers of Chinese made more semantic and visual errors, whereas older and normally achieving children made more phonologically related errors. Normally achieving readers also performed better than poor…
Descriptors: Children, Chinese, Cognitive Development, Comparative Analysis
