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Purpose: The purpose of this investigation was to determine whether selected phonological awareness/literacy skills were significant predictors of spelling abilities in first-grade students and how relevant each predictor was when it was examined simultaneously with the other predictors. Method: Eighty first-grade children with normal language skills were given a variety of assessment measures to determine whether selected phonological awareness/early literacy skills were significant predictorsdoi:10.1044/cicsd_34_f_94 fatcat:yv7uhvshjjhb5mqufoyasrcrjy