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Abstract

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.

Item Type:	Thesis - Unspecified
Authors/Creators:	Barrett, Sarah Lucinda
Keywords:	Language and languages, Reading (Early childhood)
Copyright Holders:	The Author
Additional Information:	Thesis (MPsych(Clin))--University of Tasmania, 2007. Includes bibliographical references
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