Performances on tasks of phonemic manipulation, working memory, rapid naming,
multisyllable word naming, receptive vocabulary and nonverbal intelligence were
compared with decoding and spelling scores for 75 begin-ning readers. Multiple
regression analysis revealed that phonemic manipula-tion accounted for the greatest
amount of variance for both decoding and spelling. Working memory and receptive
vocabulary added additional unique variance for decoding. Multisyllable word naming
and rapid naming contri-buted significantly to spelling. The major implication of
the results is that phonemic manipulation should be included in an assessment
battery for beginning readers.
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