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…

Spelling errors made by children on initial consonant clusters of words were studied in 5 experiments with 130 first graders and 20 kindergartners. Young spellers have frequent problems with initial consonant clusters. Results suggest that difficulties in phonemic awareness lead to corresponding spelling difficulties. (SLD)

This technical report provides data on the extent to which progress monitoring measures explain reading achievement. The four progress monitoring measures discussed are: letter sounding, phonemic segmentation, oral reading fluency, and comprehension given in either oral or written form. These measures were administered to first grade students in…