Abstract
Twenty first graders and twenty second graders were examined on skills in segmenting, reading, and spelling 50 words with regular and exceptional spelling patterns. By using the same words for each task, it was possible to assess the interrelationships among these skills on a word by word, child by child basis. A multivariate analysis of variance was conducted on difference scores among segmentation, reading, and spelling. Generally, differences favored segmentation and were maximized when final sounds were deleted and minimized when medial sounds were deleted. In addition, graphical analyses showed a greater probability of correct reading and spelling given correct segmentation than incorrect segmentation. Results were interpreted to support a computational notion of phonology as a prerequisite to reading and spelling, with a more reflective notion explaining the reciprocal relation between reading and segmentation of consonant blends and medial sounds.
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Foorman, B.R., Jenkins, L. & Francis, D.J. Links among segmenting, spelling, and reading words in first and second Grades. Read Writ 5, 1–15 (1993). https://doi.org/10.1007/BF01026915
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DOI: https://doi.org/10.1007/BF01026915