The Foundations of Spelling Ability: Evidence from a 3-Year Longitudinal Study

By M. Caravolas, Charles Hulme, M. Snowling. 2001

539 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/d4dacb3e8df6391665f9f54c22bcc8aba0da33b8

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In Developmental and Educational Psychology

In Education

Citations in the corpus

A Window Into Early Literacy: Exploring the Cognitive and Linguistic Underpinnings of Invented Spelling (2008, background): “It is also of interest to more clearly establish how invented spelling relates to subsequent conventional spelling (see Caravolas et al., 2001).”
Is there a causal link from phonological awareness to success in learning to read? (2004, background): “The only research to provide some evidence for an independent contribution of syllabic awareness is a longitudinal study of 105 Brazilian children by Cardoso-Martins (1995). She tested the children prior to school on a syllable detection task, in which they had to detect the odd one out among three ”
Reading Comprehension of Dutch Deaf Children (2006, background): “Furth (1966) investigated the reading comprehension of deaf students between 15;6 and 16;6 years of age and found a grade 3.”
Name writing but not environmental print recognition is related to letter-sound knowledge and phonological awareness in pre-readers (2006, unknown): “Recently, research has focussed on the ‘level’ of phonological knowledge required to execute phonological tasks (e.g., Caravolas & Bruck, 1993; Caravolas, Hulme, & Snowling, 2001; Gombert, 1992; Morais, 2003; Morais, Alegria, & Content, 1987; Seymour & Evans, 1994; Seymour, Duncan, & Bolik, 1999; ”
Phonological Skills Are (Probably) One Cause of Success in Learning to Read: A Comment on Castles and Coltheart (2005, methodology): “This model is supported by evidence showing that LK and phoneme manipulation ability are correlated in children in the very early stages of learning to read and spell (Caravolas et al., 2001; McBride-Chang, 1999; Muter et al., 2004).”
A deficit in rime awareness in children with Down syndrome (2002, background): “Furthermore, letter-sound and letter-name knowledge did not correlate with phonological awareness as they do in normal development (cf. Caravolas, Hulme & Snowling 2001 ).”
Exploring Written Narrative in Children with Poor Reading Comprehension (2006, background): “Given the close relationship between decoding, phonological skill, and spelling (e.g., Caravolas et al., 2001), it seems likely that poor comprehenders will show a reasonable level of spelling ability.”
Working Memory and Reading Difficulties: What We Know and What We Don’t Know About the Relationship (2007, background): “, Caravolas et al., 2001; Daneman, 1987; Nation, Adams, Bower-Crane, & Snowling, 1999; Seigneuric, Ehrlich, Oakhill, & Yuill, 2000). On the other hand, several studies have reported the opposite patterns. Siegel and Ryan (1989) found that both listening span, (reflecting the language domain), and th”
Developmental dyslexia in adults : a research review (2004, unknown): “, 1987); and similarly, phonemic awareness assists learning to spell (Caravolas et al., 2001), while learning to spell enhances phonemic awareness (Ventura et al.”
Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: evidence from a longitudinal study. (2004, result): “This idea is consistent with stage models of reading development (e.g., Frith, 1985) that see early visual or logographic reading skills as being at best weakly related to subsequent progress in learning to read (see also Caravolas, Hulme, & Snowling, 2001 ).”