Abstract
This study describes an investigation of the spelling strategies of good and poor readers in the third grade. Thirty students defined as good or poor readers based on standardized reading achievement scores were presented with a 24 item synthetic word spelling test with sound segment slots filled with high and mid front vowels.
How to Cite:
Amoroso, H. C., Jr., (1985) “Phonetically Justified Spelling Strategies of Good and Poor Readers in the Third Grade”, Journal of Research in Rural Education 3(2), 75–78.
Rights: Copyright
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