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ERIC Number: EJ893153
Record Type: Journal
Publication Date: 2010
Pages: 20
Abstractor: As Provided
Reference Count: 31
ISSN: ISSN-0270-2711
Relations between Specific and General Word Learning
Davis, Claire; Drouin, Michelle
Reading Psychology, v31 n4 p327-346 2010
A one-year longitudinal study was performed to test the hypothesis that children's word-specific learning of regular words is a causal determinate in their understanding and use of simple correspondence rules in reading and spelling. Kindergarten and first-grade children were asked to read and spell real words and matched pseudowords in three sessions. Cross-lagged panel correlation analyses suggested that kindergarten children's success in learning letter and sound correspondences in real words may be influencing their learning to use letter and sound correspondences in pseudowords, from Session 1 to 2 in reading, and from Session 1 to 2 and Session 2 to 3 in spelling. After this, children's success in real words no longer seems to affect their performance on pseudowords. (Contains 3 tables and 2 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 1; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Indiana