Abstract:
:Some previous research has shown strong associations between spelling ability and rapid automatic naming (RAN) after controls for phonological processing and nonsense-word reading ability, consistent with the double-deficit hypothesis in reading and spelling. Previous studies did not, however, control for nonsense-word spelling ability before assessing RAN--spelling associations. In this study, 65 children with poor spelling skills but average reasoning ability completed RAN tasks and spelling, reading, and reasoning tasks. Hierarchical regression analyses revealed that, after controls for chronological age, reasoning ability, and spelling of nonsense words, alphanumeric RAN, but not nonalphanumeric RAN, was still a strong predictor of spelling acquisition. Findings are discussed in terms of single- and double-deficit models of spelling and implications for effective teaching.
journal_name
J Learn Disabiljournal_title
Journal of learning disabilitiesauthors
Savage R,Pillay V,Melidona Sdoi
10.1177/0022219408315814subject
Has Abstractpub_date
2008-05-01 00:00:00pages
235-50issue
3eissn
0022-2194issn
1538-4780pii
41/3/235journal_volume
41pub_type
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