There is a strong connection between word reading and spelling development. Students' spelling can provide insights into their word-level reading skills and inform intensive reading interventions delivered within a data-based individualization framework. The purpose of this article is to describe the linguistic knowledge bases that connect word…

This study investigates the performance of adults with cerebrovascular lesion in the right hemisphere (RHL) or left hemisphere (LHL) in word reading (TLPP) and spelling (TEPP) tasks based on the dual-route models. A total of 85 adults were assessed, divided into three groups: 10 with RHL, 15 with LHL, and 60 neurologically healthy ones. The…

Recent research has stated that early oral language acquisition difficulties are related to reading and writing difficulties. Children with developmental language disorder (DLD) experience difficulties with several dimensions of language. In this study we focus on the specific difficulties of children with DLD in spelling. We examine the impact of…

There is a strong connection between word-reading and spelling development. Students' spelling can provide insight into their word-level reading skills and inform intensive reading interventions delivered within a data-based individualization framework. The purpose of this article is to describe the linguistic knowledge bases that connect word…

A large body of research has documented the relationship between attention-deficit hyperactivity disorder (ADHD) and reading difficulties in children; however, there have been no studies to date that have examined errors made by students with ADHD and reading difficulties. The present study sought to determine whether the kinds of achievement…

It has been hypothesized that students with dyslexia struggle with writing because of a word-level focus that reduces attention to higher level textual features (structure, theme development). This may result from difficulties with spelling and/or difficulties with reading. Twenty-six Norwegian upper secondary students (M = 16.9 years) with weak…

We examined the instability of reading errors, that is whether a child reads the same word sometimes correctly and sometimes incorrectly, as a function of the complexity of context-sensitive spelling rules (vowel degemination and consonant gemination). Dutch bisyllabic words were read twice by typical readers in Grades 2 and 3, and reading-level…

This handbook presents a wide range of research on adults who have low literacy skills. It looks at the cognitive, affective, and motivational factors underlying adult literacy; adult literacy in different countries; and the educational approaches being taken to help improve adults' literacy skills. It includes not only adults enrolled in adult…

Cognitive, word-level reading, spelling and writing measures were administered to academically at-risk undergraduates with writing difficulties to examine their literacy profiles; and performance was compared to typically-achieving writers. The at-risk students were slower and less accurate on measures of sight word reading, lexical decision,…

Spelling errors in the Wide Range Achievement Test were analyzed for 77 pairs of children, each of which included one older child with spelling disability (SD) and one spelling-level-matched younger child with normal spelling ability from the Colorado Learning Disabilities Research Center database. Spelling error analysis consisted of a percent…

Theoretical perspectives on spelling characterize development as a progression through qualitatively different phases or as a process of more or less continuous growth. This study investigated the potential utility of a different perspective, the overlapping-wave model, for characterizing spelling development (Rittle-Johnson & Siegler, 1999). In…

Spelling error patterns of 30 disabled readers (grades 3 through 6) were compared to error patterns of 40 younger able readers (grades 1 through 3), and 37 able readers of the same age. Discriminant analyses indicated distinguishing patterns, primarily between the disabled readers and the older able readers. (Author/SEW)

The present study assessed the compensatory effectiveness of four assistive software tools (speech synthesis, spellchecker, homophone tool, and dictionary) on literacy. Secondary-level students (N = 93) with reading difficulties completed computer-based tests of literacy skills. Training on their respective software followed for those assigned to…

The phonologically transparent Persian orthography is normally transcribed with two distinct spellings; words spelled with vowels (letters) transcribed as a fixed part of the spelling (transparent) and words spelled with vowels (diacritics) omitted (opaque). Three groups of Persian readers, namely developmental dyslexics (n = 29, mean age = 9.4,…

Reports a study that compared the spelling performance of a 17-year-old developmental dysgraphic of normal intelligence to that of an acquired dysgraphic. Findings indicate that both make phonologically valid errors and spell regular words better than irregular words. These performances reflect a phonological routine corresponding to that used by…