Superior (10 girls, 10 boys), average (10 girls, 10 boys), and poor (10 girls, 10 boys) spelling ability groups were identified in first (age 6) or third (age 8) grade and assessed annually for four years. In separate analyses, a simultaneous set of phonological, orthographic and morphological predictors, a simultaneous set of pseudoword spelling and word-specific orthographic spelling predictors, and a simultaneous set of real-word and pseudoword reading accuracy and rate predictors jointly predicted individuals’ spelling ability group (superior, average, or poor) from first to sixth grade. Results are discussed for significance of results for Triple Word Form Theory (relationships of multiple language skills to spelling development), advantages of multivariate approaches that analyze a set of joint predictors, and importance of designing studies so that findings can be generalized to specific regions of the distribution — upper, middle, and lower — rather than the entire distribution of spellers in an unreferred sample.
2025. El desarrollo del conocimiento ortográfico en la edad escolar desde una perspectiva psicolingüística de la escritura. Círculo de Lingüística Aplicada a la Comunicación 102 ► pp. 185 ff.
Vettori, Giulia & Julie E. Dockrell
2025. Writing across orthographies: a systematic review of teaching practices. Reading and Writing
Bahr, Ruth Huntley, Elaine R. Silliman & Laura Conover
2024. Est-ce qu’écrire sur un clavier aide les élèves présentant un Trouble Spécifique d’Apprentissage du Langage Écrit à améliorer leur orthographe ?. Glossa :141 ► pp. 50 ff.
Wood, Carla, Miguel Garcia-Salas, Christopher Schatschneider & Michelle Torres-Chavarro
2024. Morphological Complexity in Writing: Implications for Writing Quality and Patterns of Change. American Journal of Speech-Language Pathology 33:3 ► pp. 1432 ff.
Broc, Lucie, Nelly Joye, Julie E. Dockrell & Thierry Olive
2021. Capturing the Nature of the Spelling Errors in Developmental Language Disorder: A Scoping Review. Language, Speech, and Hearing Services in Schools 52:4 ► pp. 1127 ff.
Collins, Ginger G. & Amy M. Glaspey
2021. Dynamic Assessment of Speech and Language Disorders: Examples for an Educational Setting. In Traditional and Innovative Assessment Techniques for Students with Disabilities [Advances in Special Education, ], ► pp. 155 ff.
Daffern, Tessa & Robert Fleet
2021. Investigating the efficacy of using error analysis data to inform explicit teaching of spelling. Australian Journal of Learning Difficulties 26:1 ► pp. 67 ff.
Godin, Marie-Pier, Rachel Berthiaume & Daniel Daigle
2021. The “Sound of Silence”: Sensitivity to Silent Letters in Children With and Without Developmental Language Disorder. Language, Speech, and Hearing Services in Schools 52:4 ► pp. 1007 ff.
2021. Predictors of spelling errors in expository texts written by Hebrew-speaking elementary school children (Predictores de errores ortográficos en textos expositivos escritos por alumnos de habla hebrea en escuela primaria). Journal for the Study of Education and Development: Infancia y Aprendizaje 44:1 ► pp. 117 ff.
Bahr, Ruth Huntley, Stephanie Lebby & Louise C. Wilkinson
2020. Spelling error analysis of written summaries in an academic register by students with specific learning disabilities: phonological, orthographic, and morphological influences. Reading and Writing 33:1 ► pp. 121 ff.
Bahr, Ruth Huntley, Elaine R. Silliman & Virginia W. Berninger
2020. Derivational Morphology Bridges Phonology and Orthography: Insights Into the Development of Word-Specific Spellings by Superior, Average, and Poor Spellers. Language, Speech, and Hearing Services in Schools 51:3 ► pp. 640 ff.
Daffern, Tessa & Noella Maree Mackenzie
2020. A case study on the challenges of learning and teaching English spelling: insights from eight Australian students and their teachers. Literacy 54:3 ► pp. 99 ff.
Daffern, Tessa & Ajay Ramful
2020. Measurement of spelling ability: construction and validation of a phonological, orthographic and morphological pseudo-word instrument for students in Grades 3–6. Reading and Writing 33:3 ► pp. 571 ff.
2020. Évaluer les connaissances orthographiques à l’aide d’une démarche d’analyse fine des erreurs. Mesure et évaluation en éducation 42:3 ► pp. 71 ff.
Moxam, Carol
2020. The Link Between Language and Spelling: What Speech-Language Pathologists and Teachers Need to Know. Language, Speech, and Hearing Services in Schools 51:4 ► pp. 939 ff.
O’Brien, Beth A., Malikka Begum Habib Mohamed, Nur Artika Arshad & Nicole Cybil Lim
2020. The Impact of Different Writing Systems on Children’s Spelling Error Profiles: Alphabetic, Akshara, and Hanzi Cases. Frontiers in Psychology 11
Papadopoulos, Timothy C., George C. Spanoudis & Dialechti Chatzoudi
2020. A longitudinal investigation of the double dissociation between reading and spelling deficits: the role of linguistic and executive function skills. Reading and Writing 33:4 ► pp. 1075 ff.
Weth, Constanze
2020. Distinguishing Syntactic Markers From Morphological Markers. A Cross-Linguistic Comparison. Frontiers in Psychology 11
Zajic, Matthew C., Emily J. Solari, Ryan P. Grimm, Nancy S. McIntyre & Peter C. Mundy
2020. Relationships between reading profiles and narrative writing abilities in school-age children with autism spectrum disorder. Reading and Writing 33:6 ► pp. 1531 ff.
Daffern, Tessa & Sarah Critten
2019. Student and teacher perspectives on spelling. The Australian Journal of Language and Literacy 42:1 ► pp. 40 ff.
Wang, Cuiping, Susanne M. Jaeggi, Ling Yang, Tianshu Zhang, Xiaozhong He, Martin Buschkuehl & Qiong Zhang
2019. Narrowing the achievement gap in low-achieving children by targeted executive function training. Journal of Applied Developmental Psychology 63 ► pp. 87 ff.
Finnegan, Elizabeth & Amy L. Accardo
2018. Written Expression in Individuals with Autism Spectrum Disorder: A Meta-Analysis. Journal of Autism and Developmental Disorders 48:3 ► pp. 868 ff.
Quick, Nancy & Karen Erickson
2018. A Multilinguistic Approach to Evaluating Student Spelling in Writing Samples. Language, Speech, and Hearing Services in Schools 49:3 ► pp. 509 ff.
Quick, Nancy, Melody Harrison & Karen Erickson
2018. A multilinguistic analysis of spelling among children with cochlear implants. The Journal of Deaf Studies and Deaf Education
Skibbe, Lori E. & Dorit Aram
2018. Maternal Writing Support for Kindergartners With Cerebral Palsy and Its Relations to Early Literacy Skills. The Journal of Special Education 52:1 ► pp. 29 ff.
van Tetering, Marleen A. J., Renate H. M. de Groot & Jelle Jolles
2018. Teacher-Evaluated Self-Regulation Is Related to School Achievement and Influenced by Parental Education in Schoolchildren Aged 8–12: A Case–Control Study. Frontiers in Psychology 9
Aram, Dorit, Lili Elad-Orbach & Shimrit Abiri
2017. Predicting Early Writing: The Role of Parental Writing Mediation and Children’s Private Talk During Writing. In Literacy in the Early Years [International Perspectives on Early Childhood Education and Development, 17], ► pp. 79 ff.
Bailey, Benjamin, Joanne Arciuli & Roger J. Stancliffe
2017. Effects of ABRACADABRA Instruction on Spelling in Children With Autism Spectrum Disorder. Scientific Studies of Reading 21:2 ► pp. 146 ff.
Daffern, Tessa
2017. What Happens When a Teacher Uses Metalanguage to Teach Spelling?. The Reading Teacher 70:4 ► pp. 423 ff.
Daffern, Tessa
2017. Linguistic skills involved in learning to spell: An Australian study. Language and Education 31:4 ► pp. 307 ff.
Daffern, Tessa
2018. Spelling Assessment, Learning, and Instruction in VET. In Handbook of Vocational Education and Training, ► pp. 1 ff.
Daffern, Tessa
2019. Spelling Assessment, Learning, and Instruction in VET. In Handbook of Vocational Education and Training, ► pp. 1429 ff.
Dekker, Marielle C., Tim B. Ziermans, Andrea M. Spruijt & Hanna Swaab
2017. Cognitive, Parent and Teacher Rating Measures of Executive Functioning: Shared and Unique Influences on School Achievement. Frontiers in Psychology 8
2016. A Comparison Between Homeschooled and Formally Schooled Kindergartners: Children's Early Literacy, Mothers’ Beliefs, and Writing Mediation. Reading Psychology 37:7 ► pp. 995 ff.
Jones, Jasmin Niedo & Virginia Wise Berninger
2016. Strategies Typically Developing Writers Use for Translating Thought into the Next Sentence and Evolving Text: Implications for Assessment and Instruction. Open Journal of Modern Linguistics 06:04 ► pp. 276 ff.
Bahr, Ruth Huntley, Elaine R. Silliman, Robin L. Danzak & Louise C. Wilkinson
2015. Bilingual spelling patterns in middle school: it is more than transfer. International Journal of Bilingual Education and Bilingualism 18:1 ► pp. 73 ff.
Daffern, Tessa, Noella Maree Mackenzie & Brian Hemmings
2015. The development of a spelling assessment tool informed by Triple Word Form Theory. The Australian Journal of Language and Literacy 38:2 ► pp. 72 ff.
Daffern, Tessa, Noella Maree Mackenzie & Brian Hemmings
2017. Testing spelling: How does a dictation method measure up to a proofreading and editing format?. The Australian Journal of Language and Literacy 40:1 ► pp. 28 ff.
Del Campo, Roxana, William R. Buchanan, Robert D. Abbott & Virginia W. Berninger
2015. Levels of phonology related to reading and writing in middle childhood. Reading and Writing 28:2 ► pp. 183 ff.
Mackenzie, Noella M., Janet Scull & Terry Bowles
2015. Writing over time: An analysis of texts created by Year One students. The Australian Educational Researcher 42:5 ► pp. 567 ff.
Overby, Megan S., Julie J. Masterson & Jonathan L. Preston
2015. Preliteracy Speech Sound Production Skill and Linguistic Characteristics of Grade 3 Spellings: A Study Using the Templin Archive. Journal of Speech, Language, and Hearing Research 58:6 ► pp. 1654 ff.
정부자
2015. Orthographic Awareness and Related Componentsin Children in Grades 1 through 4. Journal of speech-language & hearing disorders 24:3 ► pp. 63 ff.
Aram, Dorit, Shimrit Abiri & Lili Elad
2014. Predicting early spelling: the contribution of children’s early literacy, private speech during spelling, behavioral regulation, and parental spelling support. Reading and Writing 27:4 ► pp. 685 ff.
Niedo, Jasmin, Robert D. Abbott & Virginia W. Berninger
2014. Predicting levels of reading and writing achievement in typically developing, english-speaking 2nd and 5th graders. Learning and Individual Differences 32 ► pp. 54 ff.
Barber, Angela
2013. Multilinguistic Components of Spelling: An Overview. Perspectives on Language Learning and Education 20:4 ► pp. 124 ff.
Berninger, Virginia W., Yen-Ling Lee, Robert D. Abbott & Zvia Breznitz
2013. Teaching children with dyslexia to spell in a reading-writers’ workshop. Annals of Dyslexia 63:1 ► pp. 1 ff.
2013. Frequency Analyses of Prephonological Spellings as Predictors of Success in Conventional Spelling. Journal of Learning Disabilities 46:3 ► pp. 252 ff.
Bahr, Ruth Huntley, Elaine R. Silliman, Virginia W. Berninger & Michael Dow
2012. Linguistic Pattern Analysis of Misspellings of Typically Developing Writers in Grades 1–9. Journal of Speech, Language, and Hearing Research 55:6 ► pp. 1587 ff.
Deacon, S. Hélène
2012. Bringing development into a universal model of reading. Behavioral and Brain Sciences 35:5 ► pp. 284 ff.
Berninger, Virginia W., William Nagy & Scott Beers
2011. Child writers’ construction and reconstruction of single sentences and construction of multi-sentence texts: contributions of syntax and transcription to translation. Reading and Writing 24:2 ► pp. 151 ff.
Berninger, Virginia W. & Maggie O'Malley May
2011. Evidence-Based Diagnosis and Treatment for Specific Learning Disabilities Involving Impairments in Written and/or Oral Language. Journal of Learning Disabilities 44:2 ► pp. 167 ff.
Brooks, Allison D., Virginia W. Berninger & Robert D. Abbott
2011. Letter Naming and Letter Writing Reversals in Children With Dyslexia: Momentary Inefficiency in the Phonological and Orthographic Loops of Working Memory. Developmental Neuropsychology 36:7 ► pp. 847 ff.
Berninger, Virginia & Todd Richards
2010. Inter-relationships among behavioral markers, genes, brain and treatment in dyslexia and dysgraphia. Future Neurology 5:4 ► pp. 597 ff.
This list is based on CrossRef data as of 24 november 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.
