Recognizing orally spelled words: an analysis of procedures shared with reading and spelling

Abstract

Some investigators have suggested that recognizing orally spelled words is dependent on the same procedures ordinarily used in spelling, whereas others have viewed it either as dependent on reading procedures or as an independent ability. In the present study, a single subject with dyslexia and dysgraphia was examined on parallel tests of recognizing orally spelled words, reading, and spelling (writing), and a comparison was made of his performance on the three tasks. On both words and nonwords, the patient's errors in recognizing orally spelled words and in reading were alike, whereas his spelling errors were often different. The distinction between recognizing orally spelled words and spelling was further shown by his inability to recognize a set of orally spelled words that he could write correctly to dictation or on the basis of word meaning. These findings suggest that the procedures normally used for reading can accept sequences of letter identities as input when orally spelled words must be recognized.