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Child Language Teaching and Therapy, Vol. 21, No. 2, 165-190 (2005)
DOI: 10.1191/0265659005ct287oa

Variables that influence decoding and spelling in beginning readers

Kathy Strattman

Barbara Williams Hodson

Wichita State University, Kansas, USA

Performances on tasks of phonemic manipulation, working memory, rapid naming, multisyllable word naming, receptive vocabulary and nonverbal intelligence were compared with decoding and spelling scores for 75 begin-ning readers. Multiple regression analysis revealed that phonemic manipula-tion accounted for the greatest amount of variance for both decoding and spelling. Working memory and receptive vocabulary added additional unique variance for decoding. Multisyllable word naming and rapid naming contri-buted significantly to spelling. The major implication of the results is that phonemic manipulation should be included in an assessment battery for beginning readers.


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