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Evidence from normal reading and spelling development as well as from comparisons of dyslexic and nondyslexic readers is offered to support this thesis.<\/jats:p>","DOI":"10.1177\/002221948902200606","type":"journal-article","created":{"date-parts":[[2008,12,24]],"date-time":"2008-12-24T02:27:07Z","timestamp":1230085627000},"page":"356-365","source":"Crossref","is-referenced-by-count":188,"title":["The Development of Spelling Knowledge and Its Role in Reading Acquisition and Reading Disability"],"prefix":"10.1177","volume":"22","author":[{"given":"Linnea C.","family":"Ehri","sequence":"first","affiliation":[{"name":"Linnea C. Ehri received her PhD from the University of California, Berkeley. She is currently a professor of education at the University of California, Davis. She conducts research on processes involved in learning to read and spell. Address: Linnea C. 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