Since copying span has been said to reflect text difficulty, copying span may reflect learners' written language ability when text is held constant. The present study investigated this hypothesis, using as subjects 43 adult women who were learning English as a second language. Analysis showed that copying span moderately correlates with reading, dictation, and spelling ability. Individual differences in imbalance between reading and writing abilities seem to lower the magnitude of the correlation. An optimal text in terms of difficulty and length for the copying task is needed and remains an important matter for further research.
References
1.
AndoK. (Ed.) Standard English course. Tokyo: Taishukan, 1981.
2.
BradleyL.The organization of visual, phonological, and motor strategies in learning to read and spell. In KirkU. (Ed.), Neuropsychology of language, reading, and spelling. New York: Academic Press, 1983. Pp. 235–254.
3.
DohertyC.IlyinD.English language skills assessment in a reading context, ELSA—Advanced narrative. Rowley, MA: Newbury House, 1981.
4.
FleschR. F.A new readability yardstick. Journal of Applied Psychology, 1948, 32, 221–233.
5.
FrithU.Unexpected spelling problem. In FrithU. (Ed.), Cognitive processes in spelling. London: Academic Press, 1980. Pp. 495–515.
OllerJ. W.Jr.Language tests at school. London: Longman, 1979.
8.
OrmrodJ. E.Visual memory in a spelling matching task: Comparison of good and poor spellers. Perceptual and Motor Skills, 1985, 61, 183–188.
9.
RothkopfE. Z.Copying span as a measure of the information burden in written language. Journal of Verbal Learning and Verbal Behavior, 1980, 19, 562–572.
10.
SakamotoI. (Ed.) Gendai no dokusho-shinrigaku [A psychology of reading]. Tokyo: Kaneko-shobo, 1970.
11.
TaylorW. L.Cloze procedure: A new tool for measuring readability. Journalism Quarterly, 1953, 30, 415–433.
