Abstract
The present experiment investigates whether Dutch first and second graders use an orthographic strategy to read and spell words, and whether the strategy is used in reading before it is used in spelling (Frith, 1985). Thirty-seven first graders (mean age 7–0 years) and 34 second graders (mean age 8–0 years) participated in the experiment. They were required to read aloud words, pseudohomophones, and pseudowords that were presented one by one on a computer screen, and to write words that were presented to them orally. The naming time data provide evidence that Dutch beginning readers use lexical information — both stored phonological representations and stored orthographic representations — in reading words aloud. The spelling data provide evidence that Dutch children first use a nonlexical phonological strategy. Already in an early stage of the development of spelling skill knowledge of word-specific orthographic patterns is used. No evidence was found that an orthographic strategy is used in reading before it is used in spelling.
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© 1997 Springer Science+Business Media Dordrecht
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Coenen, M.J.W.L., Van Bon, W.H.J., Schreuder, R. (1997). Reading and Spelling in Dutch First and Second Graders: Do They Use an Orthographic Strategy?. In: Leong, C.K., Joshi, R.M. (eds) Cross-Language Studies of Learning to Read and Spell. NATO ASI Series, vol 87. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-1197-5_14
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DOI: https://doi.org/10.1007/978-94-017-1197-5_14
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