ArticleReading and writing2025
On the relationship between word reading ability and spelling ability.
Article in Reading and writing, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
6 citing papers in PubMed.
- Thoughts on the Definition of Dyslexia.Annals of dyslexia · 2026Article
- Associations Between Language, Speech Sound, and Learning Disorders.Brain sciences · 2026Article
- Examining the Cerebral-Cerebellar Connectivity During Spelling Tasks.Cerebellum (London, England) · 2026Article
- Arithmetic performance in children with typical and impaired literacy skills.Frontiers in human neuroscience · 2026Article
- Orthographic Learning of Inconsistent Non-Words in Good and Poor Spellers: Linking Dictation and Eye-Tracking Measures.Behavioral sciences (Basel, Switzerland) · 2025Article
- Academic outcomes of inclusive education in typically developing children.Frontiers in psychology · 2024Article
Corrections and comments
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Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The goal of the present study was to test theories about the extent to which individual differences in word reading align with those in spelling and the extent to which other cognitive and linguistic skills play different roles in word reading and spelling. Using data from 1,116 children ranging from 8 to 17 years, we modeled word reading and spelling as latent traits with two measures of each skill to reduce measurement error. The models also included five skills that have been theorized to relate differentially to reading and spelling: phonemic awareness, working memory, rapid automatized naming, arithmetic, and vocabulary. The latent-trait correlation for reading and spelling was very high, 0.96, although significantly less than perfect. Vocabulary correlated more strongly with reading (0.64) than spelling (0.56), but the correlations of the other skills with reading and spelling did not differ significantly. Breaking down the sample by age, we found a significantly higher latent-trait correlation between reading and spelling in the younger half (
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Registered trials
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