| Author(s) |
Herrington, Michele
Macken-Horarik, Mary
Feez, Susan
|
| Publication Date |
2014
|
| Abstract |
Spelling is a very complex process, yet mastering the intricacies and inconsistencies of English spelling is considered a basic skill children must learn from the earliest years at school. Throughout their education, however, many children struggle with spelling, a struggle that can continue into adulthood. In response to the apparently insurmountable challenge spelling poses to so many children, this study proposes a re-conceptualization of children's spelling development incorporating both a cognitive and a linguistic perspective. To this end, a multifaceted methodology was used in the study, first, to investigate children's reasoning about spelling, the cognitive view, and, second, to track the development of spelling performance, the linguistic view.
|
| Link | |
| Language |
en
|
| Title |
The Effects of a Morphological Intervention on Children's Spelling Performance and Understanding: Toward a Relational Approach
|
| Type of document |
Thesis Doctoral
|
| Entity Type |
Publication
|
| Name | Size | format | Description | Link |
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