Can children have difficulties with spelling when they read well?
Juan E. Jiménez, Francisco Naranjo, Isabel Oshanahan, Mercedes Muñetón-Ayala y Estefanía Rojas
The main purpose of this study was to analyze whether reading and spelling acquisition in a transparent orthography share knowledge and the same cognitive processes, or they are cognitively quite separate. We selected a sample of children with age range between 7 years and 12 years, from 2º to 6º elementary grades. In the study we conducted a detailed examination of the spelling skills of good readers-good writers, good readers-poor writers, and poor readers-poor writers. The children were administered a variety of standardized tests and experimental tasks to measure spelling skills. When we analysed the childrens performance the pattern of results obtained suggested the separability of reading and writing processes.
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