Chapter 10 On the Relations between Learning to Spell and Learning to Read

Shankweiler, Donald; Lundquist, Eric

doi:10.1016/s0166-4115(08)62795-8

Cited by 26 publications

(20 citation statements)

References 51 publications

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“…Children sometimes fail to spell the second elements of the clusters, as in ‹SOREY› for story or ‹FI› for fly . Such errors have been documented both in experimental studies in which children are asked to spell lists of words and in naturalistic studies (Shankweiler & Lundquist, 1992; Treiman, 1991, 1993). The errors have been documented not only among learners of English but also among learners of other alphabetic writing systems, such as Spanish (Manrique & Signorini, 1994).…”

Section: Early Phonological Spellingmentioning

confidence: 99%

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Learning to Use an Alphabetic Writing System

Treiman

Kessler

2013

Language Learning and Development

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Gaining facility with spelling is an important part of becoming a good writer. Here we review recent work on how children learn to spell in alphabetic writing systems. Statistical learning plays an important role in this process. Thus, young children learn about some of the salient graphic characteristics of written texts and attempt to reproduce these characteristics in their own productions even before they use letters to represent phonemes. Later, children apply their statistical learning skills to links between phonemes and spellings, including those that are conditioned by context and morphology. Children use what they know about language and about letter names when learning about spelling, and learning to spell in turn influences their ideas about language. Although children learn about some aspects of spelling implicitly, explicit instruction has an important role to play. We discuss some implications of the research for the design of that instruction.

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Section: Early Phonological Spellingmentioning

confidence: 99%

“…Researchers and educators sometimes refer to spelling as a low-level skill (Shankweiler & Lundquist, 1992). This label may imply that spelling is less important than and subservient to the skills that are involved in constructing and organizing sentences, paragraphs, and documents.…”

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confidence: 99%

Learning to Use an Alphabetic Writing System

Treiman

Kessler

2013

Language Learning and Development

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“…Spelling is more difficult because it requires the production rather than the recognition of a visual spelling pattern, and grapheme-phoneme relations are generally more consistent (84.5% for Dutch and 69.3% for English) than phoneme-grapheme relations needed in spelling (36.9% for Dutch and 27.7% for English; Bosman, Vonk, & Van Zwam, 2006). Thus, it is not very surprising that more words are read correctly but not spelled than vice versa [e.g., 37% read but not spelled and 6% spelled but not read (Shankweiler & Lundquist, 1992) and 21% versus 13% (Bryant & Bradley, 1980)]. …”

Section: Introductionmentioning

confidence: 99%

What type of computer-assisted exercise supports young less skilled spellers in resolving problems in open and closed syllable words?

Hilte

Reitsma

2008

Ann. of Dyslexia

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Dutch bisyllabic words containing open and closed syllables are particularly difficult to spell for children. What kind of support in spelling exercises improves the spelling of these words the most? Two extensions of a commonly used dictation exercise were tested: less skilled spellers in grade 2 (n = 50; 7 years and 10 months) either received explicit syllabic segmentation cues or received spelling cues by means of a visual preview. Comparisons between pre-, post-, and retention tests of spelling skill showed that extra syllabic cues did not show a significant improvement beyond normal spelling dictation and that visual preview was most effective as compared to the other types of training. The findings suggest that word-specific knowledge can effectively be improved by exposure to the correct letter pattern during exercises in spelling and seems to result in lasting improvement of word-specific orthographic representations, at least for 5 weeks.

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“…Reading and spelling share similar components; however, spelling is considered more difficult (Ehri, 2000) and requires a more explicit and complete understanding of sound-symbol correspondences and orthographic representation to master (Shankweiler & Lundquist, 1992). The English writing system is primarily, but not wholly, alphabetic.…”

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confidence: 99%

Lexical Analysis of Words on Commonly Used Standardized Spelling Assessments

Calhoon

Masterson

2011

Assessment for Effective Intervention

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The purpose of this study was to examine the morphological characteristics (i.e., number of morphemes in each word, degree of transparency between a derived morpheme and its root word) and frequency data (i.e., the standard frequency index; SFI) of six commonly used standardized spelling assessments and their alternate forms (when available). Results indicate high variability among the assessments and their alternate forms on the use of multimorphemic transparent and opaque words. Variability based on the SFI index between tests and their alternate forms was relatively low. Findings are discussed in regard to providing researchers and practitioners with a deeper understanding diagnostically of the morphological and frequency requirements and complexities of these standardized spelling assessments.

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Chapter 10 On the Relations between Learning to Spell and Learning to Read

Cited by 26 publications

References 51 publications

Learning to Use an Alphabetic Writing System

Learning to Use an Alphabetic Writing System

What type of computer-assisted exercise supports young less skilled spellers in resolving problems in open and closed syllable words?

Lexical Analysis of Words on Commonly Used Standardized Spelling Assessments

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