English-speaking children spell letters correctly more often when the letters' names are heard in the word (e.g., B in "beach" vs. "bone"). Hebrew letter names have been claimed to be less useful in this regard. In Study 1, kindergartners were asked to report and spell initial and final letters in Hebrew words that included full (CVC), partial…

Examines young children's ability to use simple morphological relations among words as a source of information about the words' spelling. Found that children used morphological relations among words only to a small extent. Suggests that although phonology plays an important role in early spelling, young children can also use other sources of…

Investigated factors that predicted variability in responses to analytic and synthetic phonemic awareness training with kindergartners living in poverty. Found that spelling skills were the most consistent predictor of variability in phonemic awareness in response to instruction. Amount of exposure children had to the intervention contributed to…