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The performance of 199 children was examined at the end of grade 1 on tasks assessing phonological processing, morphological/syntactic skill, naming speed, reading and spelling. At the end of grade 2, the children were assigned three measures of spelling. A series of hierarchical analyses indicated that the three variables (phonological awareness, morphological/syntactic skill and naming speed) at the end of grade 1 were still predictors of spelling performance at the end of grade 2, after variance in the others had been controlled for. The results, which confirm that morphological/syntactic skill and naming-speed skill can predict written language after phonological ability has been controlled for, challenge the unitary phonological theory of written language difficulties.

The Role of Naming Speed, Phonological Processing and Morphological/Syntactic Skill in the Reading and Spelling Performance of Second-Grade Children