University of Tasmania
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The relationship between the processes involved in reading and spelling in adults

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posted on 2023-05-26, 22:47 authored by Burley, Amanda
Reading and spelling are learned abilities that require the recognition and processing of words. Several models of word recognition have been developed to show how skilled readers recognise words. The dual-route model is the most comprehensive model and involves two processing routes or mechanisms for recognizing printed words; the lexical route and the non-lexical route. Differences in the reliance on lexical and non-lexical processes used to read regular words, irregular words, and nonwords have been found in both normally functioning and impaired readers (Baron, 1979; Baron & Treiman, 1980; Freebody & Byrne, 1988; Byrne, Freebody, & Gates, 1992). Having identified such patterns in reading, researchers have begun to investigate whether spelling involves similar processes to reading and whether similar patterns of reliance exist. Spelling is considered the inverse of reading, with reading involving the conversion of an orthographic representation to a phonological representation, while spelling involves the transformation from phonology to orthography (Ellis, 1982). It has been found that readers who differ in reliance on lexical and non-lexical processes have a corresponding difference in their spelling styles (Baron, Treiman, Wilf, & Kellman, 1980). In order to determine whether spelling uses the same processes as reading future research could explore whether reading and spelling are similarly affected by word frequency and reading age.


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Copyright 2004 the Author - The University is continuing to endeavour to trace the copyright owner(s) and in the meantime this item has been reproduced here in good faith. We would be pleased to hear from the copyright owner(s). Thesis (M.Psych.)--University of Tasmania, 2004. Includes bibliographical references

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