There's More to Children's Spelling than the Errors They Make: Strategic and Automatic Processes for One-Syllable Words

Examining self-reported verbal protocols and online measures of spelling latencies for 93 elementary school students showed that children seem to use a relatively sequential read-out from long-term memory when directly retrieving a spelling, but they use a consonant pair strategy for final consonant...

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Bibliographic Details
Published inJournal of educational psychology Vol. 90; no. 3; p. 492
Main Authors Steffler, Dorothy J, Varnhagen, Connie K, Friesen, Christine K, Treiman, Rebecca
Format Journal Article
LanguageEnglish
Published 01.09.1998
Subjects
Elementary Education
Elementary School Students
Memory
Protocol Analysis
Spelling
Spelling Instruction
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Summary:Examining self-reported verbal protocols and online measures of spelling latencies for 93 elementary school students showed that children seem to use a relatively sequential read-out from long-term memory when directly retrieving a spelling, but they use a consonant pair strategy for final consonant clusters when spelling out a word. (SLD)
Bibliography:Research supported by Grant number 410-97-0063 from the Social Sciences and Humanities Research Council of Canada and Summer Temporary Employment, Alberta Advanced Education and Career Development grants. Portions of the paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, April 8-12, 1996).
ISSN:0022-0663
DOI:10.1037/0022-0663.90.3.492