{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,5,4]],"date-time":"2026-05-04T11:29:23Z","timestamp":1777894163177,"version":"3.51.4"},"reference-count":46,"publisher":"SAGE Publications","issue":"6","license":[{"start":{"date-parts":[[1992,6,1]],"date-time":"1992-06-01T00:00:00Z","timestamp":707356800000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["J Learn Disabil"],"published-print":{"date-parts":[[1992,6]]},"abstract":"<jats:p>The purpose of the study was to determine the degree to which 31 (23 boys and 8 girls) 13-year-old children with learning disabilities from Grades 7, 8, and 9 were comparable to younger (9-year-old) reading-and spelling-matched controls in (a) phonological similarity effects, (b) phonetically based misspellings, and (c) relationships between memory and spelling performance. Children with reading disabilities and reading-recognition-matched controls, subgrouped by spelling ability, were compared on their memory for phonetically similar and dissimilar word lists and types of spelling errors. The results indicate that children with reading disabilities who are matched to younger children on both reading recognition and spelling ability exhibit normal phonological effects on memory and spelling measures. Within each reading group, low spellers produced more semiphonetic errors than high spellers, and high spellers produced more phonetic errors than low spellers. Significant correlations between memory and spelling error measures were more frequent for children with reading disabilities when compared to controls matched on reading and spelling ability. It was concluded that the phonological performance of reading\/spelling-matched children with reading disabilities is characterized by an overreliance on phonological codes, whereas their counterparts' performance reflects independent and less generalizable use of phonological substrates across tasks.<\/jats:p>","DOI":"10.1177\/002221949202500608","type":"journal-article","created":{"date-parts":[[2008,12,24]],"date-time":"2008-12-24T02:27:07Z","timestamp":1230085627000},"page":"396-407","source":"Crossref","is-referenced-by-count":14,"title":["The Relationship Between Phonological Codes on Memory and Spelling Tasks for Students With and Without Learning Disabilities"],"prefix":"10.1177","volume":"25","author":[{"given":"H. Lee","family":"Swanson","sequence":"first","affiliation":[{"name":"H. Lee Swanson is a professor at the University of California at Riverside. He is a graduate of the University of New Mexico. His research interests are information processing and intelligence. Address: H. Lee Swanson, University of California at Riverside, School of Education, Riverside, CA 92521."}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Janet M.","family":"Ramalgia","sequence":"additional","affiliation":[{"name":"Janet M. Ramalgia recently completed her doctoral studies in school psychology from the University of Northern Colorado. 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