Strategy Development and Learning to Spell New Words
Generalization of a Process
Bibliographic Data
| ID | 9796192 |
|---|---|
| Authors | Trudy E Kwong (University of Alberta, corresponding author), Connie K Varnhagen (University of Alberta) |
| Year | 2005 |
| Volume | 41 |
| Issue | 1 |
| Pages | 148-159 |
| Publication date | 2005-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Developmental Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0012-1649 • E-ISSN: 1939-0599 |
| Publisher | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1037/0012-1649.41.1.148 |
| PMID | 15656745 |
| OpenAlex | W1992973511 |
| Language | EN |
| Citations received | 5 |
| References cited | 30 |
The authors used microgenetic methods in 2 experiments to examine children's and adults' progress from initial attempts at spelling nonwords to later direct memory retrieval of the spellings. Participants repeatedly spelled nonwords presented in computerized, dictated-word spelling tests over several weeks. Following each spelling, participants provided retrospective strategy reports. Half of the children showed a gradual shift from spelling words with effortful backup strategies to fast retrieval; half of the children continued using backup strategies that were fast and effective for them. Relatively more adults shifted from backup strategies to retrieval, but otherwise their patterns of spelling development were quite similar to those of the children. This research provides support for the generalizability of the overlapping waves model to nonalgorithmic domains. It also demonstrates parallels between children and adults in learning to spell new words
Backup · Cognitive psychology · Developmental psychology · Generalizability theory · Generalization · Linguistics · Parallels · Phonology · Spell · Spelling · Computer Science · Language Development and Disorders · Psychology · Reading and Literacy Development · Writing and Handwriting Education
Microgenetic Learning Analysis
Frequency, Effectiveness and Contribution of Morphological Knowledge Use in Morpheme Spelling Among French-Speaking Fourth Graders
Do serial order short-term memory and long-term learning abilities predict spelling skills in school-age children
Enhancing orthographic knowledge helps spelling production in eight-year-old Chinese children at risk for dyslexia
Routes to Reading and Spelling
| Citations per year | 0.33 |
|---|---|
| Citation span | 2011 - 2026 (16) |
| Highly cited | No |