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CHILDREN WITH READING AND SPELLING RETARDATION: FUNCTIONING OF WHOLE‐WORD AND CORRESPONDENCE‐RULE MECHANISMS
Author(s) -
Jorm A. F.
Publication year - 1981
Publication title -
journal of child psychology and psychiatry
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.652
H-Index - 211
eISSN - 1469-7610
pISSN - 0021-9630
DOI - 10.1111/j.1469-7610.1981.tb00540.x
Subject(s) - spelling , spell , reading (process) , psychology , word (group theory) , grapheme , linguistics , phonics , orthography , cognitive psychology , developmental psychology , philosophy , graphene , physics , quantum mechanics , sociology , anthropology
SUMMARY A group of 19 children retarded in both reading and spelling Mid a group of 4 children retarded specifically in spelling were given a series of tests designes to assess two components of the reading and spelling process, namely the ability to read and spell using correspondence rules and the ability to road and spell at a whole‐word level. The children retarded in both reading and spelling were found to be deficient in the ability to read and spell using rules. Furthermore, although these children had the ability to process words wholistically, their achievement at whole‐word reading and spelling was deficient. With the children who were retarded specifically in spelling, ii was tentatively concluded that although their ability to use correspondence rules is adequate, they may have difficulty in selecting the correct grapheme when several BM possible for a particular phoneme.