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

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
• 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
• Contract Date: Nov 13, 2014