ERIC Number: ED366930
Record Type: RIE
Publication Date: 1994
Reference Count: N/A
Longitudinal Studies of Spelling Development.
Noting that proposed models of literacy development suggest that reading and writing mutually influence and grow from each other, this paper summarizes aspects of stage theories of literacy development and an integrative model, and considers how the model fared in empirical longitudinal tests. The paper begins with a summary of the modal aspects of stage theories of spelling development and reading development. The paper then discusses interactions in the development of reading and spelling as indicated in U. Frith's developmental model, which suggests that normal reading and spelling development proceed out of step and that the adoption and use of a strategy in one domain may serve as a pacemaker for development of that strategy in the other. The paper also discusses tests from longitudinal studies of development, including investigations of phonological awareness and alphabetic reading; alphabetic spelling, phonological awareness, and reading; and orthographic reading and orthographic spelling. The paper next discusses results of tests from training studies and longitudinal studies of single cases. The paper concludes that the studies reviewed give considerable support for several of the claims of Frith's model, but that further research is needed to properly examine the detailed cognitive interactions in the development of literacy. A figure illustrating Frith's model of reading and spelling acquisition and a figure illustrating a proposed longitudinal study are included. Contains 103 references. (RS)
Publication Type: Information Analyses; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Phonological Awareness
Note: Printed on colored paper.