摘要:

&NA;This article reviews the literature on spelling development in alphabetic scripts. Once children begin to learn that the function of alphabetic writing is to represent the sounds of language, they go through the process of learning sound‐spelling correspondences in increasingly fine detail, from syllables to phonemes. This process is rooted in the development of phonological representations of words. Continued experience with print allows children to learn about more complex orthographic and morphological conventions of the language. Research and practice must take into account the complexities of phonological, orthographic, and morphological knowledge as they relate to spelling development.

ISSN:0271-8294    

出版商:OVID    

年代:2000

数据来源: OVID

摘要:

&NA;Learning to read words and learning to spell words are closely related. Both follow a similar course of acquisition. Both rely on the same knowledge sources—knowledge about the alphabetic system, and memory for the spellings of specific words—that develop together and are reciprocally related. Correlations between reading and spelling are high, typically abover=.70. However, the two processes are not quite the same. The amount of information to be drawn from memory is greater for spellers who must produce multiple letters correctly sequenced than for readers who must produce single pronunciations and meanings for written words.

ISSN:0271-8294    

出版商:OVID    

年代:2000

数据来源: OVID

摘要:

&NA;This article considers the differences between good and poor spellers. The article is organized into four basic sections that consider the factors involved in learning to spell and the relationship between reading and spelling, spelling ability in good and poor readers, the good reader‐poor speller paradox, and individual differences in good and poor spellers. The major conclusion reached in this article is that spelling is just as much a language‐based skill as reading. Individual differences in spelling ability are the result of differences in the knowledge and use of sound‐spelling information rather than differences in visual memory abilities. Poor spellers may rely more on visual strategies than good spellers, but this is only because of their limited phonological knowledge.

ISSN:0271-8294    

出版商:OVID    

年代:2000

数据来源: OVID

摘要:

&NA;Spelling assessment includes identifying whether an impairment exists and determining the course of interven‐ tion. In this article, different procedures to sample and evaluate a student's spelling skills are reviewed. Sugges‐ tions for further analysis of error patterns in spelling to determine possible causal or maintaining factors are discussed, guided by the use of the Spelling Analysis Flowchart. By utilizing this hypothesis‐driven process, appropriate and effective instructional goals and methods can be formulated.

ISSN:0271-8294    

出版商:OVID    

年代:2000

数据来源: OVID

摘要:

&NA;Three methods of teaching spelling in classrooms are reviewed and critiqued from the standpoint of the poor speller. Memorization of word lists and word analysis methods are direct methods that focus on individual words. Spelling can also be taught indirectly as part of authentic reading and writing activities. Newer methods of teaching spelling attempt to engage the child as a problem solver by highlighting the regularities and system in spelling. Some authors recommend a balance between direct (explicit) and indirect methods. Activities reviewed in this article vary in the extent to which they draw children's attention to phonological, orthographic, and meaning patterns inherent in English spelling. Within this framework, activities and modifications shown to enhance the performance of poor spellers are presented.

ISSN:0271-8294    

出版商:OVID    

年代:2000

数据来源: OVID

ISSN:0271-8294    

出版商:OVID    

年代:2000

数据来源: OVID

ISSN:0271-8294    

出版商:OVID    

年代:2000

数据来源: OVID

ISSN:0271-8294    

出版商:OVID    

年代:2000

数据来源: OVID

ISSN:0271-8294    

出版商:OVID    

年代:2000

数据来源: OVID

ISSN:0271-8294    

出版商:OVID    

年代:2000

数据来源: OVID