This volume unites spelling and word recognition -- two areas that have largely remained theoretically and empirically distinct. Despite considerable advances in the investigation of processes underlying word perception and the acknowledgement of the seminal importance of lexical access in the reading and writing processes, to date the development and functioning of orthographic knowledge across both encoding and decoding contexts has rarely been explored.

The book begins to fill this void by offering a coherent and unified articulation of the perceptual, linguistic, and cognitive features that characterize an individual's advancing word/orthographic knowledge, providing evidence for a common knowledge base underlying spelling in writing and word recognition in reading. From a developmental perspective, the studies and syntheses presented in this volume blend insights from psychology and language study with those from clinical and classroom observations. These insights help explain how individuals, from preschool through adolescence, develop knowledge of the orthographic system underlying word structure in English and how they apply this knowledge in actual writing and reading contexts. Implications are drawn for the assessment and teaching of spelling, vocabulary, and word analysis from primary through middle grades.

chapter 1|30 pages

The Interface of Lexical Competence and Knowledge of Written Words

ByEdmund H. Henderson

chapter 2|22 pages

Patterns of Orthographic Development into the Intermediate Grades

ByRobert C. Schlagal

chapter 4|26 pages

The Relationship between Word Recognition and Spelling

ByGill J. Thomas

chapter 5|32 pages

The Vowel and What Follows: A Phonological Frame of Orthographic Analysis

ByMarcia A. Invernizzi

chapter 6|53 pages

The Prosody of Oral Reading and Stages of Word Knowledge

ByDonald R. Bear

chapter 7|22 pages

The Developmental Acquisition of Silent Letters in Orthographic Images

ByWilliam G. W. Barnes

chapter 9|21 pages

Children's Spelling of English Inflectional Morphology

ByCarol S. Beers, James W. Beers

chapter 11|28 pages

Stages of Word Knowledge in Reading Disabled Children

ByMary P. Abouzeid

chapter 12|26 pages

Review and Commentary: Stages of Spelling Development

ByLinnea C. Ehri

chapter 13|20 pages

A Summary and Synthesis: “Teaching the Lexicon to Read and Spell”

ByShane Templeton, Donald R. Bear

chapter 14|5 pages


ByFrank Vellutino