Abstract
A one-year longitudinal study was performed to test the hypothesis that children's word-specific learning of regular words is a causal determinate in their understanding and use of simple correspondence rules in reading and spelling. Kindergarten and first-grade children were asked to read and spell real words and matched pseudowords in three sessions. Cross-lagged panel correlation analyses suggested that kindergarten children's success in learning letter and sound correspondences in real words may be influencing their learning to use letter and sound correspondences in pseudowords, from Session 1 to 2 in reading, and from Session 1 to 2 and Session 2 to 3 in spelling. After this, children's success in real words no longer seems to affect their performance on pseudowords.
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