Processing of Phonological Representations and Adult Spelling Proficiency

Australian Journal of Psychology

Volumn 52, Issue 2, 2000, Pages 100-109

  Burt, Jennifer S ^a   Shrubsole, Catherine S ^a  

^a UNIVERSITY OF QUEENSLAND   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0034377197     PISSN: 00049530     EISSN: None     Source Type: Journal    
DOI: 10.1080/00049530008255375     Document Type: Article

References (54)

1. Allport, D.A., & Funnell, E. (1981). Components of the mental lexicon. Philosophical Transactions of the Royal Society of London, B295, 397-410.
2. Allyn, F., & Burt, J.S. (1998). Pinch my wig or winch my pig: Spelling, spoonerisms, and other things. Reading and Writing, 10, 51-74.
3. Baddeley, A.D. (1978). Working memory and reading. In P.A. Kolers, M.E. Wrolstad, & H. Bouma (Eds.), Processing of visible language (pp. 355-370). New York: Plenum.
4. Baddeley, A.D., & Hitch, G.J. (1994). Developments in the concept of working memory. Neuropsychology, 8, 485-493.
5. Bradley, L., & Bryant, P. (1985). Rhyme and reason in reading and spelling. Ann Arbor, MI: University of Michigan Press.
6. Burden, V. (1992). Why are some "normal" readers such poor spellers? In C.M. Sterling & C. Robson (Eds.), Psychology, spelling and education: Multilingual matters (pp. 200-213). Witchford, UK: Multilingual Matters.
7. Burt, J.S., & Butterworth, P. (1996). Spelling in adults: Orthographic transparency, learning new letter strings, and reading accuracy. European Journal of Cognitive Psychology, 8, 3-43.
8. Burt, J.S., & Fury, M.B. (in press). Spelling in adults: The role of reading skills and experience. Reading and Writing: An Interdisciplinary Journal.
9. Campbell, R., & Butterworth, B. (1985). Phonological dyslexia and dysgraphia in a highly literate subject: A developmental case with associated deficits in phonemic processing and awareness. Quarterly Journal of Experimental Psychology, 37, 435-475.
10. Carlisle, J.F. (1988). Knowledge of derivational morphology and spelling ability in fourth, sixth, and eighth graders. Applied Psycholinguistics, 9, 247-266.
11. Chall, J.S. (1983). Learning to read: The great debate (2nd ed.). New York: McGraw-Hill.
12. Coltheart, M., Davelaar, E., Jonasson, J.T., & Besner, D. (1977). Access to the internal lexicon. In S. Dornic (Ed.), Attention and performance VI (pp. 535-555). Hillsdale, NJ: Erlbaum.
13. Conrad, R., & Hull, A.J. (1964). Information, acoustic confusion and memory span. British Journal of Psychology, 55, 429-432.
14. Conway, M.A., & Gathercole, S.E. (1987). Modality and long-term memory. Journal of Memory and Language, 26, 341-361.
15. Cormier, P., & Dea, S. (1997). Distinctive patterns of relationship of phonological awareness and working memory with reading development. Reading and Writing: An Interdisciplinary Journal, 9, 193-206.
16. Daneman, M., & Carpenter, P.A. (1980). Individual differences in working memory and reading. Journal of Verbal Learning and Verbal Behavior, 19, 450-466.
17. de Gelder, B., & Vroomen, J. (1995). Memory deficits for heard and lip-read speech in young and adult poor readers. In B. de Gelder & J. Morais (Eds.), Speech and reading: A comparative approach. (pp. 125-139). Hove, UK: Erlbaum (UK) Taylor & Francis.
18. Drake, D.A., & Ehri, L.C. (1984). Spelling acquisition: Effects of pronouncing words on memory for their spellings. Cognition and Instruction, 1, 297-320.
19. Ehri, L.C. (1986). Sources of difficulty in learning to spell and read. In M.L. Wolraich & D. Routh (Eds.), Advances in developmental and behavioral pediatrics (pp. 121-195). Greenwich, CT.: JAI.
20. Fischer, F.W., Shankweiler, D., & Liberman, I.Y. (1985). Spelling proficiency and sensitivity to word structure. Journal of Memory and Language, 24, 423-441.
21. Frith, U. (1980). Unexpected spelling problems. In U. Frith (Ed.), Cognitive processes in spelling (pp. 495-515). London: Academic Press.
22. Gathercole, S.E. (1990). Working memory and language development: How close is the link? The Psychologist, 2, 57-60.
23. Gathercole, S., & Baddeley, A.D. (1989). Evaluation of the role of phonological STM in the development of vocabulary in children: A longitudinal study. Journal of Memory and Language, 28, 200-213.
24. Hansen, J., & Bowey, J.A. (1994). Phonological analysis skills, verbal working memory, and reading ability in second-grade children. Child Development, 65, 938-950.
25. Holmes, V.M. (1996). Skilled reading and orthographic processing. Australian Journal of Psychology, 48, 149-154.
26. Holmes, V., & Carruthers, J. (1998). The relation between reading and spelling in skilled adult readers. Journal of Memory and Language, 39, 264-289.
27. Holmes, V.M., & Ng, E. (1993). Word-specific knowledge, word-recognition strategies, and spelling ability. Journal of Memory and Language, 32, 230-257.
28. Irausquin, R.S., & de Gelder, B. (1997). Serial recall of poor readers in two presentation modalities: Combined effects of phonological similarity and word length. Journal of Experimental Child Psychology, 65, 342-369.
29. Jastak, S., & Wilkinson, G.S. (1984). Wide range achievement test (revised). Wilmington, DE: Jastak Associates.
30. Johnston, R.S. (1993). The role of memory in learning to read, write and spell: A review of recent research. In G.M. Davies & R.H. Logie (Eds.), Memory in everyday life (pp. 59-77). Amsterdam: Elsevier Science.
31. Kucera, H., & Francis, W.N. (1967). Computational analysis of present-day American English. Providence, RI: Brown University Press.
32. Leather, C.V., & Henry, L.A. (1994). Working memory span and phonological awareness tasks as predictors of early reading ability. Journal of Experimental Child Psychology, 58, 88-111.
33. Lundberg, I., Frost, J., & Peterson, O. (1988). Effects of an extensive program for stimulating phonological awareness in preschool children. Reading Research Quarterly, 23, 263-284.
34. Mattingly, I.G. (1991). Modularity, working memory, and reading disability. In S.E. Brady & D.P. Shankweiler (Eds.), Phonological processes in literacy: A tribute to Isabelle Y. Liberman (pp. 163-171). Hillsdale, NJ: Erlbaum.
35. Maul, B.D.K., & Ehri, L.C. (1991). Memory for spellings in normal and dysgraphic spellers: Do dysgraphics spell by ear but not eye? In R.M. Joshi (Ed.), Written language disorders: Neuropsychology and cognition (pp. 25-42). Dordrecht, The Netherlands: Kluwer Academic.
36. Mayzner, M.S., & Tresselt, M.E. (1965). Tables of single-letter and digram frequency counts for various word-length and letter position combinations. Psychonomic Monograph Supplements, 1, 13-32.
37. Ormrod, J.E., & Cochran, K.F. (1988). Relationship of verbal ability and working memory to spelling achievement and learning to spell. Reading Research and Instruction, 28(1), 33-43.
38. O'Shaughnessy, T.E., & Swanson, H.L. (1998). Do immediate memory deficits in students with learning deficits in reading reflect a developmental lag or deficit? A selective meta-analysis of the literature. Learning Disability Quarterly, 21, 123-148.
39. Oxford Paperback Dictionary. (1979). London: Oxford University Press.
40. Parkin, A.J. (1982). Phonological recoding in lexical decision: Effects of spelling-to-sound regularity depend on how regularity is defined. Memory and Cognition, 10, 43-53.
41. Pennington, B.F., Lefly, D.L., Van Orden, G.C., Bookman, M.O., & Smith, S.D. (1987). Is phonology bypassed in normal or dyslexic development? Annals of Dyslexia, 37, 62-89.
42. Pennington, B.F., Van-Orden, G., Kirson, D., & Haith, M. (1991). What is the causal relation between verbal STM problems and dyslexia? In S.A. Brady & D.P. Shankweiler (Eds.), Phonological processes in literacy: A tribute to Isabelle Y. Liberman (pp. 173-186). Hillsdale, NJ: Erlbaum.
43. Perfetti, C.A. (1992). The representation problem in reading acquisition. In P. Gough, L. Ehri, & R. Treiman (Eds.), Reading acquisition (pp. 145-174). Hillsdale, NJ: Erlbaum.
44. Perfetti, C.A., Beck, I., Bell, L., & Hughes, C. (1987). Phonemic knowledge and learning to read are reciprocal: A longitudinal study of first grade children. Merrill-Palmer Quarterly, 33, 283-319.
45. Plaut, D.C., & McClelland, J.L. (1993). Generalization with componential attractors: Word and nonword reading in an attractor network. In 15th Annual Conference of the Cognitive Science Society, (pp. 824-829). Hillsdale, NJ: Erlbaum.
46. Raven, J.C. (1984). Advanced Progressive Matrices (Set II). Oxford, UK: Oxford Psychologists Press.
47. Roediger, H.L.I., Weldon, M.S., & Challis, B.H. (1989). Explaining dissociations between implicit and explicit measures of retention: A processing account. In H.L. Roediger & F.I.M. Craik (Eds.), Varieties of consciousness: Essays in honor of Endel Tulving (pp. 3-41). Hillsdale, NJ: Erlbaum.
48. Stanovich, K.E., & Cunningham, A.E. (1992). Studying the consequences of literacy within a literate society: The cognitive correlates of print exposure. Memory and Cognition, 20, 51-68.
49. Stanovich, K.E., & West, R.F. (1989). Exposure to print and orthographic processing. Reading Research Quarterly, 21, 402-433.
50. Templeton, S., & Scarborough-Franks, L. (1985). The spelling's the thing: Knowledge of derivational morphology in orthography and phonology among older students. Applied Psycholinguistics, 6, 371-389.
51. Tyler, A., & Nagy, W. (1989). The acquisition of English derivational morphology. Journal of Memory and Language, 28, 649-667.
52. Van Orden, G.C., Pennington, B.F., & Stone, G.O. (1990). Word identification in reading and the promise of subsymbolic psycholinguistics. Psychological Review, 97, 488-522.
53. Wagner, R.K., & Torgesen, J.K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101, 192-212.
54. Waters, G.S., Bruck, M., & Malus-Abramowitz, M. (1988). The role of linguistic and visual information in spelling: A developmental study. Journal of Experimental Child Psychology, 45, 400-421.