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Updated: Sep 16, 2025

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On the relationship between word reading ability and spelling ability.

Rebecca Treiman1, Jacqueline Hulslander2, Erik G Willcutt2

  • 1Washington University in St. Louis, 1125-0249-02, 1 Brookings Dr, St. Louis, MO 63130 USA.

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Summary

Word reading and spelling are nearly identical skills, with spoken vocabulary knowledge more strongly linked to reading than spelling. This finding holds true across a wide age range of children.

Keywords:
Individual differencesSpellingVocabularyWord reading

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Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Educational Psychology

Background:

  • Individual differences in word reading and spelling skills are well-documented.
  • The precise relationship between reading and spelling, and the influence of other cognitive skills, remains an area of theoretical debate.

Purpose of the Study:

  • To investigate the alignment between individual differences in word reading and spelling abilities.
  • To determine the differential roles of cognitive and linguistic skills in word reading and spelling.

Main Methods:

  • Utilized data from 1,116 children aged 8–17 years.
  • Modeled word reading and spelling as latent traits using multiple measures to enhance reliability.
  • Incorporated phonemic awareness, working memory, rapid automatized naming, arithmetic, and vocabulary as predictor variables.

Main Results:

  • A very high latent-trait correlation (0.96) was observed between word reading and spelling.
  • Vocabulary showed a stronger correlation with reading (0.64) than with spelling (0.56).
  • The correlation between reading and spelling was higher in younger children (0.98) compared to older children (0.94).

Conclusions:

  • Word reading and spelling are highly overlapping cognitive skills, nearly indistinguishable.
  • Spoken vocabulary knowledge is more closely associated with reading proficiency than with spelling proficiency.
  • Developmental changes may influence the relationship between reading and spelling, potentially due to test item differences across age groups.