The foundations of spelling ability: evidence from a 3-year longitudinal study.
The development of spelling skills was investigated at four points over the first 3 years of schooling in 153 British children. In order to uncover the developmental relationship between spelling and reading ability and to identify the component skills of spelling, children were assessed with a larg...
| Publicado en: | Journal of Memory & Language Vol. 45; no. 4; pp. 751 - 775 |
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| Autores principales: | , , |
| Formato: | Artículo |
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Academic Press Inc.
November 2001
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=507720368&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 507720368 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 0749596X JMM jtl: Journal of Memory & Language issn: 0749596X maglogo: N pubinfo: dt: November 2001 vid: 45 iid: 4 pid: 735 pub: Academic Press Inc. artinfo: ui: 507720368 10.1006/jmla.2000.2785 ppf: 751 ppct: 24 formats: tig: atl: The foundations of spelling ability: evidence from a 3-year longitudinal study. aug: au: Caravolas, Markéta Hulme, Charles Snowling, Margaret J. su: English orthography & spelling Spelling ability Children's language Reading level of students sug: subj: English orthography & spelling Spelling ability Children's language Reading level of students ab: The development of spelling skills was investigated at four points over the first 3 years of schooling in 153 British children. In order to uncover the developmental relationship between spelling and reading ability and to identify the component skills of spelling, children were assessed with a large battery of tests, including reading, phoneme awareness, letter-sound and letter-name knowledge, memory, and verbal and nonverbal IQ. Spelling productions were assessed both for phonological plausibility and for conventional accuracy. A path analysis revealed that phoneme segmentation and letter-sound knowledge were the precursor skills of early phonological spelling ability; in turn phonological spelling combined with reading to promote conventional spelling skill. Although initial phonological spelling ability predicted later reading, early reading ability did not influence later phonological spelling ability. These results indicate that skilled spelling requires a foundation in phonological transcoding ability which in turn enables the formation of orthographic representations. Our data also suggest that the increasingly complex and specific orthographic patterns demonstrated in children's spelling are learned through experience and instruction in both reading and spelling. Copyright 2001 Academic Press. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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