The beginnings of orthographic knowledge: Children's knowledge of double letters in words.

Three experiments were carried out to examine the development of knowledge about double letters. Children and adults chose items they thought looked most word-like from pairs of nonwords. First graders chose nonwords with final doublets (e.g., baff) and allowable doublets (e.g., yill) as more word-like than nonwords with initial doublets (e.g., bbaf) or unallowable doublets (e.g., yihh). Children in late kindergarten chose final-doublet nonwords (e.g., pess) more often than initial-doublet nonwords (e.g., ppes), but performed at chance when choosing between items such as jull and jukk. The same children in 1st grade chose jull more often than jukk even though their own spellings were semiphonetic and phonetic according to stage theories of spelling development. Only participants in the 6th grade and above knew the correspondence between a medial doublet and a preceding short vowel (e.g., tebbif). The results suggest that even young writers know about simple orthographic patterns.