ABSTRACT
The hypothesis that early reading development may be characterized by the use of analogy has been well documented during recent years (Goswami, 1986, 1993; Goswami & Bryant, 1990). Reading by analogy involves using the spelling–sound pattern of a familiar word to assist the pronunciation of a similarly spelled unfamiliar word; for example, using the pronunciation of beak to read bead or peak. Although much research attention has focused on the importance of analogies in reading development, less attention has been paid to the possible role of analogies in spelling development. In this chapter, we outline two experiments concerned with young children’s use of analogy when spelling and go on to consider the relationship between spelling by analogy and phonological awareness.
