This experiment is concerned with 12-year-old children's ability (a) to spell a novel derivative when given its pronunciation, the (novel) root from which it originates and an appropriate context and (b) to generate the derivative when given the root and context on some distant occasion (productivity). A child's ability to produce the correct spelling and the significant contingency of spelling performance on productivity performance are taken as evidence for morphemic spel ling, the basis of which is knowledge of the generalized orthographic relationship between root and derivative.
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