The Development of Strategies in the Acquisition of Symbolic Skills

Marsh, George; Desberg, Peter

doi:10.1007/978-1-4613-3724-9_16

Cited by 9 publications

(6 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Experiments 1 and 2 have shown that children can make analogies in spelling at a much earlier age than has been previously suggested (e.g. Marsh & Desberg, 1983). Children can use similarities in the sounds of words to make inferences about shared spelling patterns in words, and do so whether the shared sounds are at the beginnings or the ends of the words being compared, although end analogies seem to be more salient.…”

Section: Overall Discussionmentioning

confidence: 86%

“…These children were the same age as the youngest subjects studied by Marsh et al Clearly, when the basis for analogy is provided, even very young children can use analogies to help them in spelling. So the strong developmental hypothesis put forward by Marsh et al (see also Marsh & Desberg, 1983) is no longer tenable. However, it remains possible that children may not think of using analogies without the visual reminder provided by the clue words, which may somehow 'prime' the use of analogy.…”

Section: Discussion Of Exptmentioning

confidence: 98%

See 1 more Smart Citation

Children's use of analogy in learning to spell

Goswami

1988

British J of Dev Psycho

View full text Add to dashboard Cite

While recent work has shown that young children can use analogies to read new words from an early age (e.g. using ‘beak’ to read ‘peak’ Goswami, 1986), it has been suggested that orthographic analogies are not made in spelling until later in development (Campbell, 1985; Marsh & Desberg, 1983). Exp 1 showed that this was not the case, as children at the beginning stages of learning to spell (7 years) could make analogies from a clue word to new words. Exp 2 examined whether analogies in spelling could also be made from stored spelling knowledge. Two subsidiary questions were also considered: whether spelling‐sound consistency would affect children's use of analogy, as it does in reading (Goswami, 1987, in press), and how children decide whether an analogy in spelling is appropriate: while an analogy from ‘beak’ to ‘peak’ is valid in spelling, one from ‘beak’ to ‘meek’ is not. It is suggested that children may use their reading knowledge to decide whether an analogy is appropriate in spelling.

show abstract

Section: Overall Discussionmentioning

confidence: 86%

Section: Discussion Of Exptmentioning

confidence: 98%

Children's use of analogy in learning to spell

Goswami

1988

British J of Dev Psycho

View full text Add to dashboard Cite

show abstract

“…Multiple reading approaches have been implemented in an effort to more effectively teach children to read. Currently, some common techniques for treating dyslexia in educational environments include the Language Experience Approach (LEA;Stauffer, 1951), the whole word method (Betts, 1943) and the linguistic approach (Marsh, Freedman, Welch, & Desberg, 1981;Marsh, Freedman, & Desberg, 1983). The LEA teaches reading and vocabulary to a reader as he or she is personally narrating a story (Cohen, 1987).…”

Section: Jlmentioning

confidence: 99%

Neuropsychological Treatment of Dyslexia in the Classroom Setting

Goldstein

Obrzut

2001

J Learn Disabil

View full text Add to dashboard Cite

The purpose of this study was to validate Bakker's (1990, 1992) clinical neuropsychological balance model of dyslexia when implemented in a traditional general education classroom environment. The sample included 45 middle school, right-handed boys and girls (mean age = 12.78) with L-type dyslexia (excessively fast readers who make substantive reading errors), P-type dyslexia (displaying accurate but slow and laborious reading), and M-type dyslexia (readers who commit a combination of L-type and P-type dyslexia errors). The experimental groups (L and P type dyslexia) were presented with hemisphere specific stimulation (HSS) and hemispheric alluding stimuli (HAS). HSS involves the presentation of words into the right visual field (RVF) or the left visual field (LVF) or through tactile exercises with the right or left hand. HAS is achieved by constructing semantically and phonetically challenging letters and words. The children with M-type dyslexia served as a control group and received traditional decoding and comprehension exercises. The readers were exposed to a specific treatment model for 16 weeks, depending on their reading accuracy and comprehension. Statistical analyses indicated that, although there were no significant changes in word recognition for the dyslexia subtypes, the readers with L-type, P-type, and M-type dyslexia exhibited significant improvement in reading accuracy and comprehension as assessed by results from pretest to posttest. These results suggest that Bakker's clinical neuropsychological intervention can be effectively applied to the general education setting as well.

show abstract

“…In the alphabetic stage which, according to Frith, occurs quite early on, the children learn how to use grapheme-phoneme correspondences in spelling and in reading, and when they have done so they move on to the orthographic stage in which they learn more sophisticated principles of English spelling. Marsh and his colleagues (Marsh & Desberg, 1983;Marsh, Friedman, Welch & Desberg, 1980) produced a similar model of development, in the final stages of which children learn about the often quite complex regularities of the English orthography. One example that Marsh gives is the way in which spelling often reflects the lexical connections between words, rather than the actual sounds of those words.…”

Section: Discussionmentioning

confidence: 91%

Spelling with apostrophes and understanding possession

Bryant

Devine

Ledward

et al. 1997

Brit J of Edu Psychol

View full text Add to dashboard Cite

Background. Many spelling patterns are determined by the grammatical status of the words that contain them. An interesting example, which has been neglected in research till now, is the use of the apostrophe to denote possession. Aims. The aims of the two studies were (1) to find out how well children know that apostrophes can denote possession, before and after they have been taught this at school, (2) to see how sensitive this knowledge is to intervention, and (3) to explore the relations between this knowledge and grammatical awareness. Samples. We report two intervention studies on British school children aged from 9 to 11 years. Methods. In both studies the children were given pre‐ and post‐tests of their knowledge that genitive, but not plural nominative and accusative words, should contain apostrophes. An Experimental and a Taught control group received a 10‐trial intervention between pre‐ and post‐tests. In the second study contracted words were introduced in these tests as well and the children were also tested for grammatical awareness before and after intervention. Results. We found (1) that children of this age have striking difficulties over the use of the apostrophe in genitive words, (2) that it is possible to improve the children's use of apostrophes, and (3) that there is a connection between children's grammatical awareness and the use of apostrophes. Conclusions. We conclude that there are two main constraints on children's learning about apostrophes: (1) the extent of their explicit knowledge of grammar, and (2) the emphasis that is put on this aspect of spelling at school.

show abstract

The Development of Strategies in the Acquisition of Symbolic Skills

Cited by 9 publications

References 4 publications

Children's use of analogy in learning to spell

Children's use of analogy in learning to spell

Neuropsychological Treatment of Dyslexia in the Classroom Setting

Spelling with apostrophes and understanding possession

Contact Info

Product

Resources

About