• Rebecca Treiman

Table of contents

  1. Front Matter
    Pages i-v
  2. Rebecca Treiman
    Pages 1-5
  3. Rachael P. Deavers, Gordon D. A. Brown
    Pages 25-47
  4. Valerie Muter, Margaret Snowling
    Pages 93-111
  5. Terezinha Nunes, Peter Bryant, Miriam Bindman
    Pages 113-135
  6. Connie K. Varnhagen, Michelle McCallum, Meridith Burstow
    Pages 137-167
  7. Christopher Barry, Pierluigi De Bastiani
    Pages 185-203
  8. Back Matter
    Pages 205-206

About this book


are the findings that Wade-Woolley and Siegel obtained when they studied children for whom English was a second language. Although the second language speakers performed more poorly than the native speakers on tests of syntactic knowledge, phoneme deletion, and pseudoword repetition, the second language speakers were not worse than the native speakers in spelling. These results suggest that, even if children have not fully mastered the sound system of their second language, they need not be disadvantaged in spelling it. The findings appear to pose a challenge to views of reading and spelling that place primary emphasis on phonology. The Muter and Snowling study, together with the Nunes, Bryant and Bindman study, broadens the focus by examining aspects of spelling beyond phonology. Muter and Snow ling, in their longitudinal study of British school­ children, examined the degree to which various linguistic skills measured between the ages of 4 and 6 predicted spelling ability at age 9. The results support the idea that phonological skill plays an important role in spelling development, and further suggest that awareness of phonemes is more strongly related to spelling ability than awareness of rimes. In addition, grammatical awareness appears to predict spelling skill. Children who are able to reflect on meaning relationships among words may be in a position to understand how this information is represented in English spelling.


ESL Priming frequency learning native speaker

Editors and affiliations

  • Rebecca Treiman
    • 1
  1. 1.Department of PsychologyWayne UniversityDetroitUSA

Bibliographic information

  • DOI
  • Copyright Information Springer Science+Business Media B.V. 1997
  • Publisher Name Springer, Dordrecht
  • eBook Packages Springer Book Archive
  • Print ISBN 978-90-481-4998-8
  • Online ISBN 978-94-017-3054-9
  • Buy this book on publisher's site