This paper investigated the role that types of knowledge beyond phonology have on spelling
development, such as knowledge of morpheme-to-grapheme mappings, of orthographic …

Deep orthographies usually represent morphology and phonology simultaneously; both
resources are necessary for spelling. In shallow orthographies, such as Spanish, phonology …

Learning correct spelling is a complex developmental task. Children acquire numerous
strategies for spelling English words in a short period of time. These strategies have been …

This study investigates the effects of two sublexical variables, syllable frequency, and word
length, in the spelling acquisition of novice spellers dealing with a transparent orthography …

An understanding of the nature of writing systems and of the typical course of spelling
development is an essential foundation for understanding the problems of children who …

This review article discusses how empirical data on the acquisition of spelling by children
inform the question of the psycholinguistic validity of the phoneme, a concept central (at …

Although research on cognitive correlates of spelling has been conducted, these studies
generally do not distinguish between different types of targets that need to be spelled …

Little is known about the way in which children learn the rules of literacy. We argue that
children's learning about orthographic rules can be the result of their own constructions. We …

Orthographies not only represent the phonology of a language but also aspects of
morphology, syntax and the lexicon. Learning to spell in a particular language involves …

English spelling, as well as in many other languages, consists of three elements:
morphology, etymology and phonology. Spelling instruction, however, focuses primarily on …