An examination of reading and spelling processes in grade 1 and grade 3 school children

This review gives evidence and evaluates findings in relation to the acquisition of reading and spelling skills among beginning readers. Fundamental differences exist between the skills involved in learning to read and in learning to spell. However, the importance of phonological awareness as a cornerstone of successful reading and spelling development is highlighted in the literature. The nature of the relationship between children's reading and spelling development is examined and fundamental problems children encounter in learning these skills are discussed. The dual-route theory of reading is described and research generated under this model suggests evidence for a lexical and sublexical procedure in both reading and spelling. Future research challenges lie in identifying precise links between phonological awareness and developmental reading and spelling processes. Further knowledge of the component processes involved in reading and spelling, and children's reliance on lexical and sublexical processes across these domains, is suggested to be an essential addition to existing literature. Ultimately the challenge remains to provide sound strategies in how to overcome children's literacy difficulties.