| Description |
1 online resource (380 pages) |
| Contents |
1. Introduction; The Study; The Sound System of English; The Writing System of English; Previous Research on Children's Spelling; 2. Spelling of Words; Correct Spellings; Legal Spellings; Changes in Correct and Legal Spellings over the School Year; Types of Words Attempted; Adults' Ability to Interpret Legal Misspellings; Summary of Findings; Implications; 3. Spelling of Phonemes: Correct Spellings, Legal Substitutions, and Illegal Substitutions; Correct Spellings; Substitution Errors; Summary of Findings; Comparison with Results of Other Studies; Implications; 4. Vowels |
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Children's Spellings of Vowel PhonemesComparison with Results of Other Studies; Factors That Affect Children's Spellings of Vowels; Implications; 5. Consonants; Children's Spellings of Consonant Phonemes; Comparison with Results of Other Studies; Factors That Affect Children's Spellings of Consonants; Implications; 6. The Influence of Orthography on Children's Spelling of Vowels and Consonants; Vowels and Consonants Conventionally Spelled with More Than One Letter; Graphemic Alternations; Comparison with Results of Other Studies; Implications; 7. Vowel Omissions |
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Factors Associated with Vowel Omission ErrorsFactors Not Significantly Associated with Vowel Omission Errors; Statistical Analyses; Changes from First to Second Semester of the School Year; Summary of Results; Comparison with Results of Other Studies; Implications; 8. Consonant Omissions; Factors Associated with Consonant Omission Errors; Factors Not Significantly Associated with Consonant Omission Errors; Statistical Analyses; Changes from First to Second Semester of the School Year; Summary of Results; Comparison of Consonant Omissions and Vowel Omissions |
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Comparison with Results of Other StudiesImplications; 9. Reversals; Factors Associated with Reversals of Adjacent Phonemes; Comparison with Results of Other Studies; Summary of Results; Implications; 10. Inflected and Derived Words; Children's Spellings of Inflected Words; Children's Spellings of Derived Words; Comparison with Results of Other Studies; Summary and Implications; 11. Conclusions and Implications; Classification of Spelling Errors; Models of the Spelling Process; Children's Phonological Systems; What Kind of Writing System is Easiest to Learn? |
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The Relation between Spelling and ReadingThe Teaching of Spelling; Appendix I; Appendix II; Bibliography; Glossary; A; B; C; D; E; F; G; H; I; L; M; N; O; P; R; S; T; U; V; W; Author Index; A; B; C; D; E; F; G; H; I; J; K; L; M; N; O; P; R; S; T; U; V; W; Z; Subject Index; A; B; C; D; E; F; G; H; I; K; L; M; N; O; P; R; S; T; U; V; W |
| Summary |
This study on the psycholinguistics of spelling supplies the theoretical framework necessary to understand how children's ability to write is related to their ability to speak a language. The importance of learning to spell is highlighted, and the findings presented outline the implications for how spelling should best be taught |
| Notes |
Print version record |
| Subject |
English language -- Orthography and spelling -- Study and teaching (Primary)
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First grade (Education)
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English language -- Orthography and spelling -- Study and teaching (Primary)
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First grade (Education)
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| Form |
Electronic book
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| ISBN |
9780195362831 |
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0195362837 |
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