The Relation between Reading and Spelling in Skilled Adult Readers

Abstract University students made spelling recognition judgements on conventional spellings and misspellings of words. Regardless of how confident they were of their spelling, they could distinguish reliably between the conventional spelling and misspellings when they could spell the word, but they could not distinguish between the conventional spelling and their own misspelling when they could not spell the word. Students also read words that they could not spell as rapidly and as accurately as words that they could spell in a silent reading task. Finally, subjective confidence in spelling was associated with consistency of spelling across trials. Overall, there was no evidence for the claim of a separate reading representation containing orthographic information superior to that in a spelling representation. Instead, the results support the view that a common representation underlies both reading and spelling. Some representations may be incomplete, thus preventing precise spelling, but allowing identification by partial cues.

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