title: Spelling in adults: the combined influences of language skills and reading experience.
abstract: One hundred and twelve university students completed 7 tests assessing word-reading accuracy, print exposure, phonological sensitivity, phonological coding and knowledge of English morphology as predictors of spelling accuracy. Together the tests accounted for 71% of the variance in spelling, with phonological skills and morphological knowledge emerging as strong predictors of spelling accuracy for words with both regular and irregular sound-spelling correspondences. The pattern of relationships was consistent with a model in which, as a function of the learning opportunities that are provided by reading experience, phonological skills promote the learning of individual word orthographies and structural relationships among words.
authors.affiliation: School of Psychology, University of Queensland, Brisbane, Queesland, QLD 4072, Australia. j.burt@psy.uq.edu.au
authors.forename: Jennifer S
authors.initials: JS
authors.lastname: Burt
mesh_terms: D000293:Adolescent; D000328:Adult; D001076:Aptitude; D004522:Educational Status; D005260:Female; D006801:Humans; D008297:Male; D008875:Middle Aged; D010153:Paired-Associate Learning; D010700:Phonetics; D011932:Reading; D012660:Semantics; D013334:Students / Q000523:psychology; D014706:Verbal Learning; D014956:Writing