Abstract
Purpose: The purpose of this investigation was to determine whether selected phonological aware- ness/literacy skills were significant predictors of spelling abilities in first-grade students and how relevant each predictor was when it was examined simultaneously with the other predictors. Method: Eighty first-grade children with normal language skills were given a variety of assessment measures to determine whether selected phonological awareness/early literacy skills were significant predictors of spelling ability, as measured by 2 spelling assessment instruments. Results: Reading ability and sound-to-letter phonemic awareness skills were significant in predicting spelling ability. Implications: Select phonological awareness/literacy skills of poor spellers should be identified so that the neces- sary interventions that would promote successful learners could be provided.
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