Supplemental material
Scientific Studies of Reading
Volume 28, 2024 - Issue 2
Research Article
Modeling Item-Level Spelling Variance in Adults: Providing Further Insights into Lexical Quality
Valeria M. Rigobona Australian Centre for the Advancement of Literacy, North Sydney, NSW, Australia;b School of Education, Australian Catholic University, North Sydney, NSW, Australia;c Florida Center for Reading Research, Tallahassee, Florida, USA;d Department of Psychology, Florida State University, Tallahassee, Florida, USACorrespondence[email protected]
https://orcid.org/0000-0002-7089-1764View further author information
https://orcid.org/0000-0002-7089-1764View further author information, Nuria Gutiérrezc Florida Center for Reading Research, Tallahassee, Florida, USAhttps://orcid.org/0000-0002-2809-1608View further author information
https://orcid.org/0000-0002-2809-1608View further author information, Ashley A. Edwardsc Florida Center for Reading Research, Tallahassee, Florida, USAhttps://orcid.org/0000-0002-5268-4235View further author information
https://orcid.org/0000-0002-5268-4235View further author information, Nancy Marencinc Florida Center for Reading Research, Tallahassee, Florida, USA;e School of Teacher Education, Florida State University, Tallahassee, Florida, USAhttps://orcid.org/0000-0002-5457-972XView further author information
https://orcid.org/0000-0002-5457-972XView further author information, Matt Cooper Borkenhagenc Florida Center for Reading Research, Tallahassee, Florida, USA;e School of Teacher Education, Florida State University, Tallahassee, Florida, USAhttps://orcid.org/0000-0002-8245-0130View further author information
https://orcid.org/0000-0002-8245-0130View further author information, Laura M. Steacyc Florida Center for Reading Research, Tallahassee, Florida, USA;e School of Teacher Education, Florida State University, Tallahassee, Florida, USAhttps://orcid.org/0000-0003-1603-2990View further author information
https://orcid.org/0000-0003-1603-2990View further author information & Donald L. Comptona Australian Centre for the Advancement of Literacy, North Sydney, NSW, Australia;b School of Education, Australian Catholic University, North Sydney, NSW, Australia;c Florida Center for Reading Research, Tallahassee, Florida, USA;d Department of Psychology, Florida State University, Tallahassee, Florida, USAhttps://orcid.org/0000-0003-3855-3746View further author information
https://orcid.org/0000-0003-3855-3746View further author information show all