A Study of the Effect of Reading on Spelling

Gilbert, Luther C.

doi:10.1080/00220671.1935.10880525

Cited by 23 publications

(11 citation statements)

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“…More specifically, Caisley thought proofreading might have benefits for poorer spellers but not for students of better ability. Her suggestions seemed especially interesting in light of earlier studies by Gilbert (1934Gilbert ( , 1935) that indicated poorer spellers were less able to learn spellings from reading than were better spellers.…”

Section: Resultsmentioning

confidence: 98%

Effects of Proofreading on Spelling: How Reading Misspelled and Correctly Spelled Words Affects Spelling Accuracy

Bradley

King

1992

Journal of Reading Behavior

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The effects of proofreading on the spelling accuracy of fifth-grade students were studied by having them read and detect errors in text containing misspelled words. The treatment involved an error detection task requiring a decision as to whether an underlined stimulus word embedded in a sentence was correctly spelled or misspelled. Serving as their own controls, the students were exposed to three spelling exposure frequency conditions during the proofreading treatment: (a) four exposures to a misspelling, (b) two exposures to a misspelling and two exposures to the correct spelling, and (c) four exposures to the correct spelling. The students proofread two types of spelling words in terms of sound-spelling correspondence; half were predictable and half were unpredictable. The major finding was that exposure to correctly spelled words did improve spelling accuracy for immediate and delayed posttests. Exposure to misspelled words did not significantly affect the spelling accuracy of the sample as a whole, but the accuracy of a few outliers was substantially impaired. Unpredictable words were found more difficult to spell than predictable words. No interaction was found between spelling ability and spelling accuracy improvement as the result of proofreading correctly spelled words; poor spellers improved as much as average and good spellers. Goodman (1984) has suggested that people read texts for a variety of purposes, and that with the exception of some forms of ritualistic reading, all forms of reading involve an attempt by the reader to make sense of the text. Proofreading is a form of reading that is typically associated with either the revision process of writing or spelling assessment and instruction. Although proofreading for spelling errors in a 413

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Section: Resultsmentioning

confidence: 98%

Effects of Proofreading on Spelling: How Reading Misspelled and Correctly Spelled Words Affects Spelling Accuracy

Bradley

King

1992

Journal of Reading Behavior

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“…For example, poor spellers learn to correctly spell only a small portion of the words they are not directly taught during a given school year (e.g., Morris, Blanton, Blanton, & Perney, 1995). They are also less likely than good spellers to learn the correct spelling of a word by encountering it in text (Gilbert, 1934a(Gilbert, , 1934b(Gilbert, , 1935Ormrod, 1986). Consequently, teachers may need to adjust how much emphasis they typically place on explicit instruction and the use of informal and incidental learning methods when working with weaker spellers.…”

Section: Educational Implicationsmentioning

confidence: 99%

Contribution of spelling instruction to the spelling, writing, and reading of poor spellers.

Graham

Harris

Chorzempa

2002

Journal of Educational Psychology

205

146

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The contribution of supplemental spelling instruction to spelling, writing, and reading was examined. Second-grade children experiencing difficulties learning to spell participated in 48 20-min sessions designed to improve their spelling skills. In comparison with peers in a contact control condition receiving mathematics instruction, students in the spelling condition made greater improvements on norm-referenced spelling measures, a writing-fluency test, and a reading word-attack measure following instruction. Six months later, students in the spelling treatment maintained their advantage in spelling but not on the writing-fluency and reading word-attack measures. However, spelling instruction had a positive effect at maintenance on the reading word-recognition skills of children who scored lowest on this measure at pretest.Editor's Note. Carole Beale served as the action editor for this article.-MP

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“…Studies show that people who encounter new words while reading often learn about their spellings without intending to do so. Gilbert's early research with U.S. junior high school, high school, and university students showed that reading texts for the purpose of being able to answer questions on the content results in improvement in spelling for the words encountered in the texts (Gilbert, 1934a(Gilbert, , 1934b(Gilbert, , 1935. Ormrod (1986aOrmrod ( , 1986b, similarly, found that university students can learn to spell novel words while reading them in context when they are not specifically instructed to remember the spellings, although instructions to learn the spellings yield better performance.…”

mentioning

confidence: 99%

Learning to Spell from Reading: General Knowledge about Spelling Patterns Influences Memory for Specific Words

Pacton

Borchardt

Treiman

et al. 2014

Quarterly Journal of Experimental Psychology

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Adults often learn to spell words during the course of reading for meaning, without intending to do so. We used an incidental learning task in order to study this process. Spellings that contained double n, r and t which are common doublets in French, were learned more readily by French university students than spellings that contained less common but still legal doublets. When recalling or recognizing the latter, the students sometimes made transposition errors, doubling a consonant that often doubles in French rather than the consonant that was originally doubled (e.g., tiddunar recalled as tidunnar). The results, found in three experiments using different nonwords and different types of instructions, show that people use general knowledge about the graphotactic patterns of their writing system together with word-specific knowledge to reconstruct spellings that they learn from reading. These processes contribute to failures and successes in memory for spellings, as in other domains.

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A Study of the Effect of Reading on Spelling

Cited by 23 publications

References 0 publications

Effects of Proofreading on Spelling: How Reading Misspelled and Correctly Spelled Words Affects Spelling Accuracy

Effects of Proofreading on Spelling: How Reading Misspelled and Correctly Spelled Words Affects Spelling Accuracy

Contribution of spelling instruction to the spelling, writing, and reading of poor spellers.

Learning to Spell from Reading: General Knowledge about Spelling Patterns Influences Memory for Specific Words

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