CHILDREN WITH READING AND SPELLING RETARDATION - FUNCTIONING OF WHOLE-WORD AND CORRESPONDENCE-RULE MECHANISMS

Abstract

A group of 19 children retarded in both reading and spelling Mid a group of 4 children retarded specifically in spelling were given a series of tests designes to assess two components of the reading and spelling process, namely the ability to read and spell using correspondence rules and the ability to road and spell at a whole‐word level. The children retarded in both reading and spelling were found to be deficient in the ability to read and spell using rules. Furthermore, although these children had the ability to process words wholistically, their achievement at whole‐word reading and spelling was deficient. With the children who were retarded specifically in spelling, ii was tentatively ..