Can children have difficulties with spelling when they read well?
Abstract
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.
Citación recomendada | Recommended citation
Jiménez, J. E., Naranjo, F., Oshanahan, I., & y Estefanía Rojas, M. M. (2009) . Can children have difficulties with spelling when they read well?. Revista Española de Pedagogía, 67(242). https://www.revistadepedagogia.org/rep/vol67/iss242/17
Licencia Creative Commons | Creative Commons License
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
