Beginning to Spell: A Study of First-Grade Children

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Oxford University Press, Oct 29, 1992 - Psychology - 384 pages
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This groundbreaking study on the psycholinguistics of spelling presents the author's original empirical research on spelling and supplies the theoretical framework necessary to understand how children's ability to write is related to their ability to speak a language. The author explores areas in a field dominated by work traditionally concerned with the psychodynamics of reading skills and, in so doing, highlights the importance of learning to spell for both psycholinguists and educators, since as they begin to spell, children attempt to represent the phonological, or sound form, of words. The study of children's spelling can shed light on the nature of phonological systems and can illuminate the way sounds are organized into larger units, such as syllables and words. Research on children's spelling leads directly to an understanding of the way phonological knowledge is acquired and how phonological systems change with the development of reading and writing ability. In addition to this insight concerning cognitive processes, the findings presented here have implications for how spelling should be taught and why some writing systems are easier to master than others. The work will interest a wide range of cognitive and developmental psychologists, psycholinguists, and educational psychologists, as well as linguists and educators interested in psycholinguistics.

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valuable study of how children learn to spell


1 Introduction
2 Spelling of Words
Correct Spellings Legal Substitutions and Illegal Substitutions
4 Vowels
5 Consonants
6 The Influence of Orthography on Childrens Spelling of Vowels and Consonants
7 Vowel Omissions
8 Consonant Omissions
10 Inflected and Derived Words
11 Conclusions and Implications
Appendix I
Appendix II
Author Index
Subject Index

9 Reversals

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Page 3 - In skilled reading, generalizability and automaticity of reading skills are of the essence. '. . . the ability to read words, quickly, accurately, and effortlessly, is critical to skillful reading comprehension — in the obvious ways and in a number of more subtle ones . . . unless the processes involved in individual word recognition operate properly, nothing in the system can either

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Margaret J. Snowling
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About the author (1992)

Rebecca Treiman is Professor of Psychology at Wayne State University. She received an undergraduate degree in linguistics from Yale University and a Ph.D. in psychology from the University of Pennsylvania. Her research focuses on spoken language, written language, and the relationship between them.

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