Abstract
We report the findings of a follow-up study of 34 9-year-old children who had participated in a longitudinal study of phonological and literacy development between the ages of 4 and 6 years. In a series of concurrent and longitudinal analyses, measures of phoneme awareness proved to be better predictors of spelling than measures of rime awareness. Children’s awareness of grammatical relations influenced their orthographic skills in spelling. Although we were able to demonstrate that later orthographic knowledge is influenced by earlier phonological processes, our results are also consistent with the view that awareness of grammatical rules has an important role in determining orthographic proficiency as children get older.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Adams, M.J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
Barry, C. (1994), Spelling routes (or roots or rutes). In G. Brown & N. Ellis (eds.), Handbook of spelling (pp. 27 – 49 ). Chichester, UK: J. Wiley & Sons.
Bradley, L. & Bryant, P.E. (1983). Categorising sounds and learning to read: A causal connection, Nature 301: 419 – 521.
Bradley, L. & Bryant, P.E. (1985). Rhyme and reason in reading and spelling. Ann Arbor, MI: University of Michigan Press, IARLD, Monograph No. 1.
Bryant, P.E., Maclean, L., Bradley, L. & Crosland, J. (1990). Rhyme and alliteration, phoneme detection and learning to read, Developmental Psychology 26: 429 – 438.
Campbell, R. (1985). When children write nonwords to dictation, Journal of Experimental Psychology 40: 133 – 151.
Cataldo, S. & Ellis, N. (1988). Interaction in the development of spelling, reading and phonological skills, Journal of Research in Reading 11: 86 – 109.
Chomsky, C. (1970). Reading, writing and phonology, Harvard Educational Review 40: 287–309.
Duncan, L.G., Seymour, P.H.K. & Hill, S. (1997). How important are rhyme and analogy in beginning reading?, Cognition 63: 171 – 208.
Ehri, L.C. (1992). Reconceptualising the development of sight word reading and its relationship to recording. In P.B. Gough, L.C. Ehri & R. Treiman (eds.), Reading acquisition (pp. 107143 ). Hillsdale, NJ: Erlbaum.
Ehri, L.C. & Wilce, L.S. (1982). The salience of silent letters in children’s memory for word spellings, Memory & Cognition 10: 155 – 166.
Elliott, C.D. Murray, D.J. & Pearson, L.S. (1983). British abilities scales. Windsor, Berks, UK: NFER-Nelson.
Elliott, C.D. (1983). British abilities scales spelling test. Windsor, Berks, UK: NFER-Nelson. Gathercole, S. & Baddeley, A. (1989). Development of vocabulary in children and short-term phonological memory, Journal of Memory and Language 28: 200 – 213.
Goswami, U. & Bryant, P. (1990). Phonological skills and learning to read. Hillsdale, NJ: Erlbaum.
Hoien, T., Lundberg, I., Stanovich, K.E. & Bjaalid, I-K. (1995). Components of phonological awareness, Reading and Writing: An Interdisciplinary Journal 7: 171 – 188.
Kirk, S.A., McCarthy, J.J. & Kirk, W. (1968). Illinois test ofpsycholinguistic abilities - revised. Chicago, IL: University of Illinois Press.
Lundberg, I., Olofsson, A. & Wall, S. (1980). Reading and spelling skills in the first school years predicted from phonological awareness in pre-school children, Scandinavian Journal of Psychology 21: 159 – 173.
McDougall, S., Hulme, C., Ellis, A. & Monk, A. (1994). Learning to read: The role of short-term memory and phonological skills, Journal of Experimental Child Psychology 58: 112 – 133.
Muter, V., Snowling, M. & Taylor, S. (1994). Orthographic analogies and phonological awareness: Their role and significance in early reading development, Journal of Child Psychology and Psychiatry 35: 293 – 310.
Muter, V., Hulme, C., Snowling, M. & Taylor, S. (1997a). Segmentation, not rhyming, predicts early progress in learning to read, Journal of Experimental Child Psychology 65: 370 – 396.
Muter, V. & Snowling, M. (1997b). Concurrent and longitudinal predictors of reading: The role of metalinguistic and short-term memory skills, Reading Research Quarterly (in press).
Neale, M.D. (1989). Neale analysis of reading ability - revised. Windsor, Berks, UK: NFER-Nelson.
Nation, K. & Hulme, C. (1997). Phoneme segmentation and not onset-rime segmentation predicts early reading and spelling skills, Reading Research Quarterly (in press).
Nunes, T., Bryant, P. & Bindman, M. (1997). Morphological spelling stages and processes, Development Psychology (in press).
Olson, R., Wise, B., Connors, F., Rack, J. & Fulker, D. (1989). Specific deficits in component reading and language skills: Genetic and environmental influences, Journal of Learning Disability 22: 339 – 349.
Rack, J., Hulme, C. & Snowling, M. (1993). Learning to read: A theoretical synthesis. In H. Reese (ed.), Advances in child development and behaviour, Vol. 24 (pp. 99 – 132 ). New York: Academic Press.
Snowling, M. (1987). Dyslexia: A cognitive development perspective. Oxford: Blackwell.
Snowling, M. (1994). Towards a model of spelling acquisition: The development of some component skills. In G. Brown & N. Ellis (eds.), Handbook of spelling (pp. 111 – 128 ). Chichester, UK: J. Wiley & Sons.
Snowling, M., Hulme, C., Smith, A. & Thomas, J. (1994). The effects of phonetic similarity and memory load on sound categorisation in children, Journal of Experimental Child Psychology 58: 160 – 180.
Tabachnick, B.G. & Fidel, L.S. (1989). Using multivariate statistics. New York: Harper Collins.
Treiman, R. (1993). Beginning to spell. New York: Oxford University Press.
Venezky, R.L. (1967). English orthography: Its graphical structure and its relation to sound, Reading Research Quarterly 2: 74 – 105.
Wechsler, D. (1967). Wechsler pre-school and primary scale of intelligence. London: Psychological Corporation, Harcourt, Brace & Co.
Wechsler, D. (1992). Wechsler intelligence scale for children III UK. London: Psychology Corporation, Harcourt, Brace & Co.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 1997 Springer Science+Business Media Dordrecht
About this chapter
Cite this chapter
Muter, V., Snowling, M. (1997). Grammar and phonology predict spelling in middle childhood. In: Treiman, R. (eds) Spelling. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-3054-9_6
Download citation
DOI: https://doi.org/10.1007/978-94-017-3054-9_6
Publisher Name: Springer, Dordrecht
Print ISBN: 978-90-481-4998-8
Online ISBN: 978-94-017-3054-9
eBook Packages: Springer Book Archive