Comparison of Reading and Spelling Strategies in Normal and Reading Disabled Children
This paper presents evidence concerning the strategies used in reading and spelling by normal and reading disabled children. In two previous studies, the authors have proposed a developmental theory of the changes in strategies in reading and spelling (Marsh, Friedman, Welch and Desberg, in press a and b). In these studies, the development of strategies of children who were reading and spelling at grade level were compared with strategies of children who were reading disabled. However, the comparisons were done on different subjects (second grade, fifth grade and college) in two separate studies using different materials. Evidence was obtained concerning the developmental sequence of reading and spelling strategies shown in Table 1.
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