Strategy Development and Learning to Spell New Words: Generalization of a Process.

Kwong, Trudy E.; Varnhagen, Connie K.

doi:10.1037/0012-1649.41.1.148

Cited by 45 publications

(65 citation statements)

References 32 publications

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“…Strategic variation, both within and between participants, has been documented behaviorally in numerous domains (Kwong & Varnhagen, 2005;LeFevre et al, 1996;Rogers, Hertzog, & Fisk, 2000). For methodological reasons, early functional imaging research focused predominantly on simple short tasks in which the assumption of monolithic processing pathways may be justified.…”

mentioning

confidence: 99%

Neural correlates of arithmetic calculation strategies

Rosenberg‐Lee

Lovett

Anderson

2009

Cognitive, Affective, & Behavioral Neuroscience

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mentioning

confidence: 99%

Neural correlates of arithmetic calculation strategies

Rosenberg‐Lee

Lovett

Anderson

2009

Cognitive, Affective, & Behavioral Neuroscience

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“…(Cook, 1997), e) How does the L2 learners' spelling abilities develop? (Kwong & Varnhagen, 2005), and finally, f) What different methods do teachers use in responding to learners' spelling mistakes? (Hyland & Hyland, 2006).…”

Section: Literature On L2 Learners' Spellingmentioning

confidence: 99%

Use it or Lose it: Vocabulary Growth in the EFL Writing Classroom

Al-Humaidi

Al-Hadlaq²

2015

IJL

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Do students avoid using the words they are unsure of spelling correctly in their writing? Does the use and/or avoidance of newly learned words in writing affect later recall of those words? In this paper, the authors propose that learners' vocabulary growth is hampered by teachers' emphasis on correct spelling and that tolerance of spelling errors is needed to create a positive learning environment in the writing classroom where students can freely and productively use all of their linguistic resources with no fear of being punished. This proposal is based on the assumption that learners are likely to hide their inability to spell words correctly when composing a text, causing these words to remain in their passive vocabulary which in turn would lead to the possibility of them being lost.

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“…Also, the freedom of spelling allowed in text-messages has increased children's overall enjoyment of writing. Kwong and Varnhagen (2005) conducted a microgenetic study (microgenetic methods involve direct observation over a period of time to detect changes in the learning process) on the spelling learning strategies based on the generalizations made by Rittle-Johnson and Siegler's study (1999). They investigated children's progression from the time they began to spell new words to the point at which they could retrieve the spelling from their memory in the light of the overlapping waves theory.…”

Section: Studies Related To Spelling Strategiesmentioning

confidence: 99%

Spelling Strategies of Omani EFL Students

Bulushi¹,

Seyabi²

2016

ELR

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The aim of this study was to investigate the spelling strategies used by EFL students in Oman. In particular, the study focused on finding out the frequency of use of the strategies used by grade four and ten students, and the differences between both grades in the use of these strategies. The study also looked at the effect of both gender and student proficiency level on the type of spelling strategies used such as sounding out, syllabication, visual checking and others. The study sample consisted of 757 students from grades four and ten as they represent the exit level of cycle one and cycle two in Oman. The study utilized a questionnaire, which was divided into different categories representing different spelling strategies. Results revealed statistically significant differences in the use of the strategies with respect to gender and achievement levels. Based on the findings, practical implications and recommendations were provided. Objective:The study aimed at identifying the frequency of spelling learning strategies that grades four and ten learners use to learn English spelling. Also, it explored the difference in the use of spelling strategies according to gender differences and achievement levels. Methods:The study was of a survey design type in which a questionnaire of spelling learning strategies was used to collect the data. The instrument was valid and reliable according to the reliability measures and validity procedures used. The population comprised of students from both grades four and ten. The sample of the study included 757 male and female students from both grades. Results:The strategies used by both grade four and ten differ in the frequency of use. It was found that grade four reported the use of rule use strategies more frequently and grade ten learners reported the use of visual checking strategies. There are statistically significant differences between male and female Omani EFL students in the used spelling learning strategies. Nevertheless, achievement level differences were found only between good students and low-level achievers.Conclusions: Students reported the use of different spelling learning strategies as found per grade levels. There should be more attention given to the strategies introduced to students and curriculum designers should take into their considerations students' level and differences to design textbooks that would help all grades levels in learning to spell.

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Strategy Development and Learning to Spell New Words: Generalization of a Process.

Cited by 45 publications

References 32 publications

Neural correlates of arithmetic calculation strategies

Neural correlates of arithmetic calculation strategies

Use it or Lose it: Vocabulary Growth in the EFL Writing Classroom

Spelling Strategies of Omani EFL Students

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