ERIC Number: ED348647
Record Type: RIE
Publication Date: 1992-Apr
Reference Count: N/A
Links among Segmenting, Spelling, and Reading Words in First and Second Grades.
Foorman, Barbara R.; And Others
Twenty first graders and 20 second graders in Houston, Texas, were examined on skills in segmenting, reading, and spelling 50 words with regular and exceptional spelling patterns. By using the same words for each task, it was possible to assess the interrelationships among these skills on a word by word, child by child basis. A multivariate analysis of variance was conducted on mean difference scores for segmentation-reading, segmentation-spelling, and reading-spelling. Positive differences between measures were observed, except in the segmentation-reading analysis of regular words requiring the deletion of consonant blends and medial sounds. In addition, graphical analyses showed a greater probability of correct reading and spelling given correct segmentation than incorrect segmentation. Results were interpreted to support a computational notion of phonology as a prerequisite to reading and spelling, with a more reflective notion explaining the reciprocal relation between reading and segmentation of complex spelling patterns. (Four tables and two figures of data are included; 21 references and a list of the stimuli for segmentation, reading, and spelling tests are attached.) (Author/RS)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Houston Independent School District TX; Segmentation Skills
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 20-24, 1992).