Is children’s spelling naturally stage-like?

Varnhagen, Connie K.; McCallum, Michelle; Burstow, Meridith

doi:10.1007/978-94-017-3054-9_8

Cited by 55 publications

(88 citation statements)

References 21 publications

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“…In contrast, other theorists (e.g. Siegler, 2000Siegler, , 1996Varnhagen, McCallum & Burstow, 1997) argue that a stage description of spelling development does not fully capture the complexity of learning to spell. Moreover, such a model assumes that learners progress sequentially through each stage without moving back and forth as they cope with unfamiliar words.…”

Section: Theoretical Underpinnings Of the Studymentioning

confidence: 63%

Improving the spelling ability of Grade 3 learners through visual imaging teaching strategies

Staden¹

2011

Per Ling.

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Section: Theoretical Underpinnings Of the Studymentioning

confidence: 63%

Improving the spelling ability of Grade 3 learners through visual imaging teaching strategies

Staden¹

2011

Per Ling.

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“…At a given time in development, children have different strategies available, and they are able to choose adaptively among them (Bowman & Treiman, 2002;Rittle-Johnson & Siegler, 1999). Furthermore, during development, gradual changes in use of strategies occur (Steffler, Varnhagen, Treiman & Friesen, 1998;Varnhagen, McCallum & Burstow, 1997). Thus, the model of overlapping waves could also account for the development of spelling.…”

Section: The Development Of Spelling Abilitymentioning

confidence: 99%

Model based clustering of large data sets: Tracing the development of spelling ability

Hoijtink

Notenboom

2004

Psychometrika

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There are two main theories with respect to the development of spelling ability: the stage model and the model of overlapping waves. In this paper exploratory model based clustering will be used to analyze the responses of more than 3500 pupils to subsets of 245 items. To evaluate the two theories, the resulting clusters will be ordered along a developmental dimension using an external criterion. Solutions for three statistical problems will be given: (1) an algorithm that can handle large data sets and only renders nondegenerate clusters; (2) a goodness of fit test that is not affected by the fact that the number of possible response vectors by far out-weights the number of observed response vectors; and (3) a new technique, data expunction, that can be used to evaluate goodness-of-fit tests if the missing data mechanism is known.

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“…However, some researchers disagree that spelling is naturally stage-like (Nation & Hulme, 1998;Varnhagen, McCallum, & Burstow, 1997), so the issue is controversial. Whether the present results support any stage theory should be considered in light of the limitations of this study, to which we turn next.…”

Section: Theoretical Interpretationsmentioning

confidence: 99%

Verbal and Nonverbal Predictors of Spelling Performance

Sadoski

Willson

Holcomb

et al. 2004

Journal of Literacy Research

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Learning to read and learning to spell are related processes. From a linguistic perspective, both involve dealing with orthographic conventions of the language, including grapheme-phoneme correspondences that signal semantic differences. Identical pronunciations may be spelled differently to signal critical differences in meaning, as in the homophones raise and raze. Letters that are silent in one word are pronounced in a derivative, as in sign and signal. From a larger cognitive perspective, both reading and spelling also involve differences in word memory due to word length, familiarity, and semantic attributes. For example, the brevity of many common function words relative to their less common content word homophones has been noted: so -sew, in-inn, be-bee, for-fore, by-buy (or bye), or-ore (or oar), and so on. English orthography is graphic and graphophonemic, but it is also morphographemic and morphophonemic, and these distinctions have cognitive consequences for both reading and spelling (

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Is children’s spelling naturally stage-like?

Cited by 55 publications

References 21 publications

Improving the spelling ability of Grade 3 learners through visual imaging teaching strategies

Improving the spelling ability of Grade 3 learners through visual imaging teaching strategies

Model based clustering of large data sets: Tracing the development of spelling ability

Verbal and Nonverbal Predictors of Spelling Performance

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