ERIC Number: ED057024
Record Type: RIE
Publication Date: 1971-Jun
Reference Count: 0
Spelling-to-Sound Correspondences for Reading vs. Sound-to-Spelling Correspondences for Writing.
Differences between spelling-to-sound correspondences for reading and sound-to-spelling correspondences for writing are discussed in terms of the characteristics of and the relationships between stimuli and responses. While dialect variation can be accommodated in reading, it cannot be accommodated in spelling, where no response variation is permitted. Correspondences are not generally reversible, and complementary correspondences differ in complexity. Implications for the design of a spelling component within a unified communication skills program are presented. (Author)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: Southwest Regional Educational Lab., Inglewood, CA.