Relating Reading and Spelling: A Comparison of Methods

McDaniel, Harry; Callaway, Byron

doi:10.1086/460844

Cited by 4 publications

(4 citation statements)

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“…Experimental efforts, for example, have considered the impact of a specific writing curriculum on some global reading outcome, usually a standardized reading comprehension test. Such studies have examined the influence on reading of a variety of writing curricula, including writing with microcomputers (Educational Testing Service, 1984); writing activities that stress story structure (Gordon & Braun, 1982); free writing or writing with word lists (Mason, McDaniel, & Callaway, 1974); use of invented spelling (Oehlkers, 1971); and sentence-combining exercises (Straw & Schreiner, 1982). Although many of these experimental writing curricula have improved reading achievement at least under some conditions, these studies have failed to reveal how the writing curricula influenced or failed to influence reading.…”

Section: Theoretical Models Of the Reading-writing Relationshipmentioning

confidence: 99%

An analysis and comparison of theoretical models of the reading–writing relationship.

Shanahan

Lomax²

1986

Journal of Educational Psychology

190

132

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This study compared and evaluated three alternative theoretical models of the readingwriting relationship. The reading dimensions of these models included word analysis, vocabulary, and sentence and passage comprehension components. The writing dimensions included spelling, vocabulary, sentence structure, and story organization components. The models differed with respect to the sequential orderings of relationships of the reading and writing dimensions. The interactive model permits the use of reading knowledge in writing, as well as the reverse. The other models (reading-to-writing; writing-to-reading) only allow knowledge to move in a single direction. These models were evaluated on their ability to account for the relationships found in an extensive corpus of reading and writing data collected from 256 second graders and 251 fifth graders (Shanahan, 1984). The interactive model fit the data better than did the reading-to-writing model at the second-grade level and the writing-to-reading model at both grade levels, and the reading-to-writing model was superior to the writing-to-reading model. Specific relationships are examined, and pedagogical and research implications are drawn.

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Section: Theoretical Models Of the Reading-writing Relationshipmentioning

confidence: 99%

An analysis and comparison of theoretical models of the reading–writing relationship.

Shanahan

Lomax²

1986

Journal of Educational Psychology

190

132

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show abstract

“…Practicing lesson-related words should also be a part of any systematic phonics instruction (Mason, McDaniel, & Callaway, 1974). Children should be presented with decodable text, i.e.…”

Section: Principles For Phonics Instructionmentioning

confidence: 99%

Accelerating reading acquisition and boosting comprehension with a cognitive science-based tablet training

Watkins

Caporal²,

Merville³

et al. 2020

J. Comput. Educ.

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HAL is a multi-disciplinary open access archive for the deposit and dissemination of scientific research documents, whether they are published or not. The documents may come from teaching and research institutions in France or abroad, or from public or private research centers. L'archive ouverte pluridisciplinaire HAL, est destinée au dépôt et à la diffusion de documents scientifiques de niveau recherche, publiés ou non, émanant des établissements d'enseignement et de recherche français ou étrangers, des laboratoires publics ou privés.

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“…One aspect of such knowledge common to both reading and writing is the word knowledge that is basic to both spelling and word recognition (Harste, Woodward & Burke, 1984;Mason, McDaniel & Callaway, 1974). Lexical knowledge is another knowledge component often supposed to be identical in reading and writing (Takala, 1984).…”

mentioning

confidence: 99%

The Shared Knowledge of Reading and Writing

Shanahan¹

1987

Reading Psychology

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Relating Reading and Spelling: A Comparison of Methods

Cited by 4 publications

References 0 publications

An analysis and comparison of theoretical models of the reading–writing relationship.

An analysis and comparison of theoretical models of the reading–writing relationship.

Accelerating reading acquisition and boosting comprehension with a cognitive science-based tablet training

The Shared Knowledge of Reading and Writing

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