Beginning to spell : a study of first-grade children /
Treiman, Rebecca,
Beginning to spell : a study of first-grade children / Rebecca Treiman. - New York : Oxford University Press, 1993. - 1 online resource (xiii, 365 pages) : illustrations - OUP E-Books. .
Includes bibliographical references (pages 337-345) and indexes.
Spelling of Words -- Spelling of Phonemes: Correct Spellings, Legal Substitutions, and Illegal Substitutions -- Vowels -- Consonants -- The Influence of Orthography on Children's Spelling of Vowels and Consonants -- Vowel Omissions -- Consonant Omissions -- Reversals -- Inflected and Derived Words.
This groundbreaking study on the psycholinguistics of spelling presents the author's original empirical research on spelling and supplies the theoretical framework necessary to understand how children's ability to write is related to their ability to speak a language. The author explores areas in a field dominated by work traditionally concerned with the psychodynamics of reading skills and, in so doing, highlights the importance of learning to spell for both psycholinguists and educators, since as they begin to spell, children attempt to represent the phonological, or sound form, of words. The study of children's spelling can shed light on the nature of phonological systems and can illuminate the way sounds are organized into larger units, such as syllables and words. Research on children's spelling leads directly to an understanding of the way phonological knowledge is acquired and how phonological systems change with the development of reading and writing ability. In addition to this insight concerning cognitive processes, the findings presented here have implications for how spelling should be taught and why some writing systems are easier to master than others.; The work will interest a wide range of cognitive and developmental psychologists, psycholinguists, and educational psychologists, as well as linguists and educators interested in psycholinguistics.
9780195062199 (acid-free paper) 0195062191 (acid-free paper) 9780195362831 (electronic bk.) 0195362837 (electronic bk.) 1280524480 9781280524486 9786610524488 6610524483 (acid-free paper)
92027415
GB9307181 bnb
000009200420 AU
English language--Orthography and spelling--Study and teaching (Primary)
First grade (Education)
Anglais (Langue)--Orthographe--Étude et enseignement (Primaire)
Première année (Éducation)
EDUCATION--Elementary.
English language--Orthography and spelling--Study and teaching (Primary)
First grade (Education)
Engels.
Spelling.
Taalonderwijs.
Spracherwerb
Sprachbewusstsein
Phonologie
Rechtschreibung
Psycholinguistik
Schreibenlernen
Sprachverstehen
Schulkind
Schriftsprache
Englisch.
Psycholinguistics United States
Electronic books.
Electronic book.
PE1143 / .T74 1993eb
372.6/32
Beginning to spell : a study of first-grade children / Rebecca Treiman. - New York : Oxford University Press, 1993. - 1 online resource (xiii, 365 pages) : illustrations - OUP E-Books. .
Includes bibliographical references (pages 337-345) and indexes.
Spelling of Words -- Spelling of Phonemes: Correct Spellings, Legal Substitutions, and Illegal Substitutions -- Vowels -- Consonants -- The Influence of Orthography on Children's Spelling of Vowels and Consonants -- Vowel Omissions -- Consonant Omissions -- Reversals -- Inflected and Derived Words.
This groundbreaking study on the psycholinguistics of spelling presents the author's original empirical research on spelling and supplies the theoretical framework necessary to understand how children's ability to write is related to their ability to speak a language. The author explores areas in a field dominated by work traditionally concerned with the psychodynamics of reading skills and, in so doing, highlights the importance of learning to spell for both psycholinguists and educators, since as they begin to spell, children attempt to represent the phonological, or sound form, of words. The study of children's spelling can shed light on the nature of phonological systems and can illuminate the way sounds are organized into larger units, such as syllables and words. Research on children's spelling leads directly to an understanding of the way phonological knowledge is acquired and how phonological systems change with the development of reading and writing ability. In addition to this insight concerning cognitive processes, the findings presented here have implications for how spelling should be taught and why some writing systems are easier to master than others.; The work will interest a wide range of cognitive and developmental psychologists, psycholinguists, and educational psychologists, as well as linguists and educators interested in psycholinguistics.
9780195062199 (acid-free paper) 0195062191 (acid-free paper) 9780195362831 (electronic bk.) 0195362837 (electronic bk.) 1280524480 9781280524486 9786610524488 6610524483 (acid-free paper)
92027415
GB9307181 bnb
000009200420 AU
English language--Orthography and spelling--Study and teaching (Primary)
First grade (Education)
Anglais (Langue)--Orthographe--Étude et enseignement (Primaire)
Première année (Éducation)
EDUCATION--Elementary.
English language--Orthography and spelling--Study and teaching (Primary)
First grade (Education)
Engels.
Spelling.
Taalonderwijs.
Spracherwerb
Sprachbewusstsein
Phonologie
Rechtschreibung
Psycholinguistik
Schreibenlernen
Sprachverstehen
Schulkind
Schriftsprache
Englisch.
Psycholinguistics United States
Electronic books.
Electronic book.
PE1143 / .T74 1993eb
372.6/32