ERIC Number: ED306551
Record Type: RIE
Publication Date: 1989-Mar
Reference Count: N/A
The Relationship between Reading Using Full Graphemic Cues and Spelling.
Bahr, Damon L.; Black, Harvey
To examine the relationship between spelling and reading using full graphemic cues, a study administered tests of oral reading, verbal IQ, reading comprehension, knowledge of letter-sound correspondences, and spelling achievement to 47 fifth-grade students. In addition, data was collected relative to gender and time spent reading outside the classroom. Analysis of the relationship among these variables was performed using structural analysis. Several hypothetical structural models were tested for "goodness of fit." Time spent reading out of class was found to have little relationship with any of the other variables, and no significant differences were found relative to these variables with respect to gender. The best fit model suggested that spelling achievement results from knowledge of letter-sound correspondences, which in turn results from verbal IQ and the extent to which reading is carried on using full graphemic cues. Verbal IQ also heavily determined the full graphemic cues tendency and reading comprehension. (One table of data, one figure, and 17 references are attached.) (MM)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, March 27-31, 1989).