Hayes, Heather, Rebecca Treiman & Brett Kessler. 2006. Children use vowels to help them spell consonants. Journal of Experimental Child Psychology 94(1). 27–42. doi:10.1016/j.jecp.2005.11.001
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English spelling is highly inconsistent in terms of simple sound-to-spelling correspondences but is more consistent when context is taken into account. For example, the choice between ch and tch is determined by the preceding vowel (coach, roach vs. catch, hatch). We investigated children’s sensitivity to vowel context when spelling consonants in monosyllabic nonwords. Second graders (7-year-olds) tended to use vowel context correctly when spelling word-final consonants (codas). This use of context was progressively stronger for third and fifth graders and for college students. The increase is not due to differences in vocabulary, because the contextual patterns are similar in reading materials targeted at all four age groups. Vowel letters (graphotactics) had a stronger influence than vowel pronunciation. Children also used vowel context when spelling word-initial consonants (onsets); this effect was as strong for second graders as for adults. Thus, novice spellers take advantage of graphotactic information.
Hayes, H., Treiman, R., & Kessler, B. (2006). Children use vowels to help them spell consonants. Journal of Experimental Child Psychology, 94, 27–42. doi:10.1016/j.jecp.2005.11.001