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- W1996653268 abstract "Abstract Component cognitive processes and spelling errors were examined in this investigation of spelling by average ability and reading disabled children. Grade 3 regular class students were matched on spelling achievement with grade 5 reading disabled students; average and below average spellers, based on grade 3 norms, were identified in each class. Elementary cognitive processes of memory access, memory span, simultaneous and successive processing, as well as word reading, were examined and compared with performance on a computerized spelling test. In addition, spelling errors made by the different groups on words differing in word familiarity and spelling predictability were analyzed using a developmental model of spelling. The results obtained for the cognitive processing measures demonstrated no classroom ability group differences but consistent differences in letter memory access and word reading by the poorer spellers in each class, demonstrating a developmental lag for these tasks. The analysis of spelling errors revealed very similar spelling patterns for reading disabled spellers and their ability‐matched younger peers. This second approach to investigating spelling is discussed in terms of providing immediate diagnostic and instructional information." @default.
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- W1996653268 date "1992-07-01" @default.
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- W1996653268 title "ANALYSIS OF COGNITIVE PROCESSING AND SPELLING ERRORS OF AVERAGE ABILITY AND READING DISABLED CHILDREN" @default.
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- W1996653268 doi "https://doi.org/10.1080/027027192130303" @default.
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