Abstract
AbstractChildren's reading and spelling errors show that orthographic learning involves complex interactions with phonology, morphology, and meaning throughout development. Even young children seek to make their visual word recognition strategies linguistically coherent. Orthographic knowledge gained through spelling affects reading, and vice versa. Developmental data support Frost's claim that letter-coding flexibility reflects the optimization of encoding resources in a highly developed system.
Publisher
Cambridge University Press (CUP)
Subject
Behavioral Neuroscience,Physiology,Neuropsychology and Physiological Psychology
Cited by
2 articles.
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