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... Rice's research shaped studies about spelling instruction in the early twentieth century. In 1919, Horn set forth 41 principles for teaching based in his work that reinforced using the memorization model (as cited in Allal, 1997). The essential steps were similar to the current day approach of say, cover, write, check. ...
... With the dawn of the " Space Race " (Sputnik, to be exact) in the 1950s, the push for students to excel was placed directly on teachers. Methods included strong phonics programs, teaching high frequency words, and individualized instruction (Allal, 1997; Henderson, 1987 ). Soon after, a new scientific line of inquiry into linguistics emerged. ...
Information about current spelling instructional practices across the United States was sought in this national survey with a random sample of teachers of grades 1 through 5. Respondents reported current practices and noted their level of agreement or disagreement to theoretical statements about spelling. Teachers responded to open-ended statements regarding concerns and problems they encounter in teaching spelling. The results suggest teachers rely on a traditional model for instruction. They are aware of more recent research on developmentally appropriate practice but do not necessarily implement those ideas. Implications from this study include provision for professional development, examination of purchased materials in relation to theories of appropriate individual instruction, and support for teachers who want to change instruction to match their beliefs.
... W ciągu ostatniego dziesięciolecia zagraniczne badania nad lingwistycznymi uwarunkowaniami nauki czytania i pisania wkroczyły w fazę intensywnych studiów porównawczych (por . Allal 1997;Goswami, Wimmer 1994;Wimmer, Landerl 1997;Frith, Wimmer, Landerl 1998;Seymour, Aro, Erskine 2003;Pavlidis, Giannouli 2003;Sprenger-Carolles 2004;Defior 2004;Nunes, Hatano 2004), a zainteresowanie nimi nie słabnie (szerzej na ten temat w roz. 2). ...
Reading and writing skills can be described from many research perspectives. This book approaches the subject matter from linguistic point of view. The relationship between the structure of Polish language and its writing system is analised. The initial reading and writing education seen as a process that is linguistically conditioned and which in turn conditions the process of language development is the center of interest.
... Research on various aspects of children's spelling development spans decades of inquiry (Allal, 1997;Bear, Invernizzi, Templeton, & Johnston, 2004;Beers & Henderson, 1977;Fresch, 2005;Fresch, 2000;Henderson, 1985;Perfetti, Rieben, & Fayol, 1997;Read, 1971;Templeton & Morris, 2000;Zutell, 1979). Stages or phases of spelling development progress as students' experiences and knowledge of English orthography increase. ...
This study includes a spelling inventory and attitude survey that were administered to pre-service education undergraduates. Analyzed using traditional performance levels as guidelines, no students scored at an independent level, 71% scored within an instructional level, and 29% scored at a frustration level. Inventory results and survey comments demonstrated the students’ heavy reliance on letter/ sound correspondences to guide their attempts at spelling. The majority commented that, as a teacher, they would help struggling spellers by telling them to “sound out the word.” Results suggest that, as future teachers, pre-service students must be instructed beyond the alphabetic stage and shown how to explore the pattern and meaning layers of English.
This article provides a comprehensive quantitative analysis of misspellings in the writing of fluent Spanish heritage language (SHL) learners enrolled in a university-level Spanish course. The corpus consisted of a total of 21,322 words and 2492 misspellings, which were divided into four main categories and several subcategories. This paper details the misspelling patterns found in the data and argues that they should guide a pedagogical intervention designed specifically for these learners. These students demonstrated a good command of one-to-one grapho-phonemic relationships in Spanish, but also a need to develop knowledge of inconsistent grapho-phonemic relationships and written accent marks. For both consonants and vowels, interference from English spelling also occurred. This study, as the first of its kind, aims to begin filling the gap in the literature on spelling research in the SHL context in particular and to contribute to our understanding of spelling development in general.
Teachers' concerns regarding spelling instruction and the spelling abilities of their students were sought in a national survey. Using a random sample of teachers of grades one through five across all 50 states, respondents reported teaching practices, degree of agreement with theoretical statements, and responded to open-ended statements. Teachers reported a traditional memorization model was most often used, but that they were dissatisfied with the results with student carryover to independent writing. Implications from this study demonstrate the need for expanding teachers' understanding about the developmental nature of spelling knowledge and revision of instruction by constructing more appropriate word lists.
Children with spelling deficits demonstrate significant difficulty using inflectional morphology in their writing. This study investigated whether phonological deficits account for these pronounced difficulties or if they are more accurately explained by limitations in morphological or orthographic awareness. Twenty–six 11—13–year–old children with spelling deficits, 31 younger spelling–level–matched children, and 31 age–matched children were asked to spell a series of verbs with past tense and progressive markers in dictated sentences and in list form. Performance on spelling tasks was compared to performance on phonological, morphological, and orthographic awareness tasks. Results suggest that children with spelling deficits have significant difficulty including inflections as well as spelling inflections and base words. Difficulty was most pronounced in a sentence context. Ability to spell inflectional forms was related to variation in morphological awareness in children with spelling deficits and to variation in orthographic awareness in spelling–level–matched children.
In recent years, many school writing studies have been carried out within the framework of metacognitive processes. Only a few studies have included cognitive load as a frame of analysis. In addition to components and processes, mental operations (identifying relevant knowledge or procedures, selecting them from long-term memory, and so on) contribute to cognitive overload. In the present study, we focus on spelling in text production, particularly in the translation process. The didactic sequences designed by both teachers and researchers for the second grade allow the learner to work on spelling while still maintaining the entire cognitive field of authentic learning to write in school. The spelling objectives are worked on primarily in complex composition tasks but are also consolidated in specific follow-up tasks linked to the former. The didactic sequences are analysed in terms of cognitive load, then observations of two second-grade learners are analysed in terms of cognitive resources management: how they use previously planned knowledge in writing, how they form a limited number of their own cognitive work-units in spelling among the potential units of the whole writing field, how children manage searching in reference documents, and how they acquire fluency in the writing translation process. Managing one's cognitive resources in learning to spell integrated in the authentic school setting, without detrimental overload, becomes possible under specific conditions that concern both learner resource management and structures of didactic situations.
The goal of the current research was to assess whether children can make strategic use of morphological relations among words to spell. French-speaking children in Grade 4 spelled three word types: (a) phonological words that had regular phoneme-grapheme correspondences, (b) morphological words that had silent consonant endings for which a derivative revealed the silent ending, and (c) lexical words that had silent consonant endings for which no familiar derivative revealed the ending. Children were also asked to provide immediate retrospective reports of the strategies used to spell each word. Two experiments (Ns = 46 and 39) were conducted. As expected, children in Grade 4 spelled phonological words more accurately than they did words with silent consonant endings. In addition, children spelled morphological words more accurately than they did lexical words. Reports of using retrieval were associated with accurate performance across word types. Importantly, reports of using morphological strategies to spell morphological words were associated with a similar level of accuracy, as were reports of using retrieval. Even though children reported using a phonological strategy frequently across all word types, this strategy was associated with accurate performance only for spelling phonological words. Experiment 2 replicated the results of Experiment 1 with another set of stimuli and also showed that children's morphological awareness predicted their spelling accuracy for morphological words as well as the reported frequency of morphological strategy use. In sum, the findings revealed that most children showed evidence of adaptive strategy use.
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