Does poor spelling equate to slow reading? The relationship between reading,spelling, and orthographic quality

High quality lexical representations in memory, characterized by accuracy and stability, are said to underpin fluent reading. Here, the relationship between orthographic quality and reading speed was examined by asking undergraduates (N = 74) to repeatedly read and spell words. Spelling performance over five trials indicated orthographic quality. Single word reading speed was measured using E-Prime technology. A within-participant repeated measures analysis revealed that words which participants spelled consistently accurately, were read faster than words which were misspelled. This pattern also held in a within-word analysis; the same words were read faster by individuals who always spelled them correctly, compared to those who did not. Further, it was found that when words were spelled using the same incorrect letter patterns across trials (i.e., in the same erroneous way), they were read faster than when they had an incorrect but less stable representation (i.e., inconsistent spelling across trials). Hence, the difference in reading speed appears to be a function of both the accuracy and stability of the orthographic representations stored in memory, rather than due to characteristics of individual participants or words. These results lend support for a central role of lexical quality in both spelling and reading, and are discussed with reference to the lexical quality hypothesis.     

Television and Radio

TVPE (1826 Spaight St., Madison, Wisconsin 53704; to begin publication on a monthly basis in February 1973 at $6.00 per year)

Television Quarterly

Terry Galanoy's Tonight! (New York: Doubleday, 1972 -- $7.95)

Gene Kievan, Turn That Damned Thing Off: An Irreverent look at TV's Impact on the American Scene (Indianapolis: Bobbs- Merrill, 1972 -- $6.95)

John Gambling's Rambling with Gambling (Englewood Cliffs, N.J.: Prentice-Hall, 1972 -- $6.95)

Mary Francis Rhymer (ed.) The Small House Halfway Up in the Next Block: Paul Rhymer's Vic and Sade (New York: McGraw-Hill, 1972 -- 9.50)

Charles E. Lowman's Magnetic Recording (New York: McGraw-Hill, 1972 -- $14.50)     

Reference Sources and Research Methods

Lorna M. Daniells' Business Information Sources (Berkeley: University of California Press, 1976---$14.95)

Gene V. Glass, ed. Evaluation Studies: Review Annual Volume I, 1976 (Beverly Hills, Calif.: Sage Publications, 1976---$29.95)

The Concise and Comprehensive Reference Guide to Black Journalism, Radio and Television, Educational and Cultural Organizations in the USA, Africa, and the Caribbean (Black List, Box 3552, New York, N.Y. 10017---$50.00, two volumes, paper)

Ray B. Browne, ed. Abstracts of Popular Culture: A Quarterly Publication of International Popular Phenomena (Bowling Green, Ohio: Bowling Green University Popular Press, 1976---$50.00 per year/$90.00 for two years/$200 for five years)     

The relationship of the WISC-R and WRAT: A study based upon a selected population

So as to compare predicted achievement based upon WISC-R IQs and observed achievement by the WRAT standard scores, both instruments were administered by the same school psychologist to 282 urban students referred for psychological evaluation. The correlations obtained, even on this nonrandom population, were substantial, significant (p < .001), and should be useful to school psychologists in statistically relating intelligence test scores to school achievement.     

A comparison of the WISC and WISC-R

So as to compare the results of the WISC and WISC-R, both instruments were administered to 58 children randomly selected from a school population of 583. All administration and scoring was performed by the same psychologist, with a two-month interval separating the administrations for each child. All IQs were significantly higher (p <.01) on the WISC, with the Performance difference being greater than the verbal difference. Also, 8 of the 10 required subtest scaled scores were significantly greater (p <.05) on the older instrument. Regression equations were obtained to predict WISC-R IQs from WISC scores.     

Reconceptualizing the relationship between universities and schools: a dialectic and polysemic approach

This review essay adds to the conversation to which Allison Skerrett and Hannah Sevian contribute in their article, Identity and biography as mediators of science and mathematics faculty’s involvement in K-12 service. Here we address the need to reconceptualize faculty service in public schools and traditional notions of scholarship. We discuss the importance of transforming university structures that envision service as less important than “scholarship” and “teaching” while mediating hierarchical ideas of what “service” entails. We share a dialectical view of social life and an ethical stance that values polysemy and polyphony both in research and in our daily interactions. Here we employ a dialectical lens that seeks multiple perspectives as we engage in a dialogue about these issues.