Skip to main content

Research Repository

Advanced Search

Towards an understanding of how children read and spell irregular words: the role of nonword and orthographic processing skills

Johnston, Rhona; McGeown, Sarah; Moxon, Gerri Elizabeth

Authors

Rhona Johnston

Sarah McGeown

Gerri Elizabeth Moxon



Abstract

This study examined, in 180 children aged from 6 to 9years, to what extent irregular word reading and spelling were predicted by vocabulary knowledge, reading frequency, orthographic processing and nonword reading skill. Consistent with models of reading highlighting the quasi-regular nature of irregular words, it was found that nonword reading was a large and significant predictor of irregular word reading even when entered into a regression analysis after all of the other variables. However, irregular word spelling was equally well predicted by orthographic and nonword reading skills. The results are discussed in relation to models of word reading and reading development. © 2013 UKLA.

Citation

Johnston, R., McGeown, S., & Moxon, G. E. (2014). Towards an understanding of how children read and spell irregular words: the role of nonword and orthographic processing skills. Journal of Research in Reading, 37(1), 51-64. https://doi.org/10.1111/jrir.12007

Journal Article Type Article
Acceptance Date Aug 9, 2012
Online Publication Date May 27, 2013
Publication Date 2014-02
Deposit Date Nov 13, 2014
Journal Journal Of Research In Reading
Print ISSN 0141-0423
Electronic ISSN 1467-9817
Publisher Wiley
Peer Reviewed Peer Reviewed
Volume 37
Issue 1
Pages 51-64
DOI https://doi.org/10.1111/jrir.12007
Keywords Psychology (miscellaneous); Education; Developmental and Educational Psychology
Public URL https://hull-repository.worktribe.com/output/470018
Publisher URL https://onlinelibrary.wiley.com/doi/abs/10.1111/jrir.12007