Abstract
A conceptualization of reading as an interaction of constrained and unconstrained skills formed the theoretical basis for this correlational analysis of adolescents' orthographic knowledge. We hypothesized that orthographic development (as measured by spelling ability) would serve as a link between constrained and unconstrained reading skills in adolescents who scored below proficient on a state reading test. Findings revealed that orthographic knowledge appears to manifest as a competency linking constrained and unconstrained skills, meaning that orthographic knowledge requires mastery of constrained skills in order to successfully transition away from those skills and move toward unconstrained competencies.
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