Do We Need to Teach Spelling? The Relationship between Spelling and Voluntary Reading among Community College ESL Students

Abstract

U It has been suggested that reading contributes to spelling competence (Ehri, 1986; Krashen, 1985; Smith, 1982b; see also Goodman, Smith, Meredith, & Goodman, 1987). Experimental studies indicate that readers can improve their spelling by exposure to words in texts (Gilbert, 1934, 1935). In addition, consistent correlations have been found between performance on tests of reading comprehension and tests of spelling ability (Hammill & McNutt, 1980). Although this relationship can be interpreted as showing the relevance of spelling ability to reading, it is also consistent with the hypothesis that reading experience causes improvement in both reading and spelling ability. The three studies described here were an attempt to determine whether a relationship exists between spelling competence and voluntary reading for ESL students at the community college level. If such a relationship could be demonstrated, it would provide additional support for the hypothesis that reading contributes to spelling ability.