Language Bases of Spelling in Writing during Early and Middle Childhood: Grounding Applications to Struggling Writers in Typical Writing Development

Silliman, Elaine R.; Bahr, Ruth Huntley; Nagy, William E.; Berninger, Virginia

doi:10.1163/9789004346369_007

Cited by 3 publications

(3 citation statements)

References 52 publications

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“…Although often overlooked as “mechanics” (e.g., Kim et al, 2011; MacArthur, 1999), spelling is a language skill that contributes to students’ writing fluency, productivity, and overall quality (Bahr et al, 2009; Hayes & Berninger, 2014; Silliman, Bahr, et al, 2018). Spelling in English involves cross-code integration, defined as complex interactions among phonology (P), orthography (O), morphology (M), and semantics within long-term memory (Berninger et al, 2015).…”

Section: Text Composition: Global and Local Processes At Workmentioning

confidence: 99%

“…Spelling also influences the translation and transcription of ideas into linguistic units at the word, sentence, and paragraph levels (Fayol, 2016; Hayes & Berninger, 2014). For this reason, the encoding of meaning through spelling is not a mechanical process, but rather a morphophonemic process fundamental to the bridging of concepts with their expression in written words (Silliman, Bahr, et al, 2018).…”

Section: Text Composition: Global and Local Processes At Workmentioning

confidence: 99%

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Coordinating Multiple Language Levels in Writing

Silliman,

Bahr,

Danzak

et al. 2024

Topics in Language Disorders

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One aim of this article is to shift mindsets from the traditional identification of written language abilities that are “missing” in students with specific learning disabilities (SLDs) to writing assessment as the discovery of more complex language strengths foundational to success across disciplines. The multiple language-levels (MLL) perspective is grounded on identifying strengths in written language that may be present in students’ responses to classroom writing activities. We used MLL to examine the compositions of 19 students in grades 4–9 who were classified with SLDs and struggled with academic writing. Their writing assignment was to explain how astronauts wrote about space exploration. The MLL approach revealed hidden strengths at the big picture (global or thematic) and close-up (local) levels of composing. Patterns of strengths discovered at the global and local levels are described with four case examples and instructional implications are noted. Suggestions for treatment are also provided.

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Section: Text Composition: Global and Local Processes At Workmentioning

confidence: 99%

Section: Text Composition: Global and Local Processes At Workmentioning

confidence: 99%

Coordinating Multiple Language Levels in Writing

Silliman,

Bahr,

Danzak

et al. 2024

Topics in Language Disorders

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“…By employing a fine‐grained analysis of a small but rich data set, this study builds on findings from an earlier study of Australian students in Years 3 to 6 which identified year level differences in phonological, orthographic and morphological spelling skills (Daffern, ). As misspellings can vary depending upon task demands (Silliman et al, ), an analysis of spelling errors in words written to dictation were accompanied by an analysis of spelling errors produced in compositional writing. Clay () demonstrated the power of analysing student errors made when reading; how errors and self‐corrections provide access to students' problem solving or strategic processing.…”

Section: The Important Role Of Spelling In Writingmentioning

confidence: 99%

A case study on the challenges of learning and teaching English spelling: insights from eight Australian students and their teachers

Daffern

Mackenzie

2019

Literacy

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Spelling is a key transcription skill for writing. While little is understood about the particular challenges some students experience when learning to spell, explicit instruction is known to improve spelling performance. The study reported in this article draws on eight case studies from a larger Australian mixed‐methods study examining spelling acquisition, as represented by a stratified random sample of Australian students aged 8 to 12 years (n=1,198). This case study utilised Triple Word Form Theory for the spelling error analysis of dictated words, narrative and expository writing, as well as semi‐structured interview data from a randomly selected sample of low‐achieving spellers. Analyses of phonological, orthographic and morphological spelling errors revealed students' common and unique challenges in learning to spell. Qualitative analysis of semi‐structured interview data identified that the students lacked confidence in spelling, used limited strategies for spelling unknown words, and displayed constrained metalanguage associated with spelling. Interview data from the respective classroom teachers revealed that the teachers had inadequate strategies for teaching spelling and lacked confidence in their ability to teach spelling. The findings highlight the need for improved ways to support those students beyond the first few years of schooling who find learning to spell challenging.

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The Link Between Language and Spelling: What Speech-Language Pathologists and Teachers Need to Know

Moxam

2020

LSHSS

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Purpose Speech-language pathologists (SLPs) working within the pediatric field will find themselves working with school-age children and consequently collaborating with teaching staff. Knowledge of the links between language, speech, and literacy can support and inform successful collaboration between the SLP and the teacher and their shared goal of facilitating the school-age child in accessing the curriculum. To facilitate and develop the collaborative working practices of SLPs working with school-age children and teaching staff, it is helpful, to both parties, to develop and extend their explicit understanding of the link between language, speech, and spelling. Method In this tutorial, I describe how verbal and written speech and language skills are inextricably linked and key to spelling development and progress. I will (a) discuss the complexities of spelling in the English language; (b) describe the links between language, speech, and spelling; and (c) propose a linguistically informed approach to spelling intervention. Conclusion SLPs have expertise in the key speech and language domains such as phonology, morphology, and semantics and are therefore well placed to play an important role in supporting learners in making links between these domains in relation to spelling development and intervention.

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Language Bases of Spelling in Writing during Early and Middle Childhood: Grounding Applications to Struggling Writers in Typical Writing Development

Cited by 3 publications

References 52 publications

Coordinating Multiple Language Levels in Writing

Coordinating Multiple Language Levels in Writing

A case study on the challenges of learning and teaching English spelling: insights from eight Australian students and their teachers

The Link Between Language and Spelling: What Speech-Language Pathologists and Teachers Need to Know

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