Abstract
Abstract Although the tendency for good readers to be good spellers has been reasonably well established, conflicting evidence exists as to whether spelling patterns of good and poor readers differ. The present study was designed to examine spelling error patterns of college students and their relationship to four reading measures: the Vocabulary, Comprehension, Reading Power and Reading Efficiency scores on the Iowa Silent Reading Test, 1972. The nine spelling error variables investigated were: (1) total words misspelled on a twenty‐five word spelling test; (2) phonetic, dysphonetic and total sound unit errors; and (3) substitutions, omissions, additions, reversals, and total letter discrepancy errors. Pearson “r” Coefficients of Correlation indicated that Vocabulary had the closest association with the spelling error variables. The three spelling variables consistently most highly associated with the reading measures were: total number of misspelled words, dysphonetic sound unit errors, and total number...
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