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The relationship between the processes involved in reading and spelling in adults

Burley, Amanda 2004 , 'The relationship between the processes involved in reading and spelling in adults', Coursework Master thesis, University of Tasmania.

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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.

Item Type: Thesis - Coursework Master
Authors/Creators:Burley, Amanda
Keywords: Reading, Psychology of, Word recognition, Spelling, Psychology of
Copyright Holders: The Author
Copyright Information:

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).

Additional Information:

Thesis (M.Psych.)--University of Tasmania, 2004. Includes bibliographical references

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