Abstract
The present study explores the factors underlying competence in a difficult consonant deletion task, using a sample of nine-year-old children whose development had been followed from the age of four. In particular it examines the factors governing use of phonological and orthographic strategies in the deletion task, and the relations between strategy use, current reading and spelling ability, and earlier phonological awareness skills. Processes in consonant deletion are then mapped on to current dual-route models of reading and spelling.
Full Text
Published Version (
Free)
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call