NotesFAQContact Us
Search Tips
ERIC Number: ED232339
Record Type: RIE
Publication Date: 1983-Jan
Pages: 22
Abstractor: N/A
Reference Count: 0
Spelling, Language Experience and the Learning Disabled: Some Research and Opinions.
James, Michael
The literature on spelling strategies of normal and learning disabled children is reviewed, and suggestions for the classroom teacher are offered. After a brief examination of this century's attempts to improve the basic school speller, attention is directed to M. Halle and N. Chomsky's research on the English sound system and Chomsky's theory of lexical representation, or a linguistic data bank. Charles Read's work in qualifying Chomsky's theoretical notion of language is addressed. It is suggested that this recent research into children's acquisition of word knowledge has begun to propose a different view of spelling as a highly complex, evoked intellectual process. Attention is directed to the following issues: the premise that children are creating works based on their strict interpretation of phonology; a theory of developmental acquisition (i.e., the process of acquiring correct writing skills); L. Cook's suggestion that learning disabled children lack the cognitive-linguistic maturity of their younger, normally achieving school peers; M. Gerber's theory that learning disabled spellers lack "cognitive flexibility" as they struggle to encode the language; and M. Gerber and R. J. Hall's findings concerning the differences between normally achieving spellers and learning disabled spellers. It is suggested that teachers should be aware of the developmental strategies employed by students, the need to refrain from asking children to "sound out a word," the importance of individualized teaching, and the usefulness of student-designed lists of works taken from their stories and categorized according to themes (sounds, structures, or subjects). (SEW)
Publication Type: Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Claremont Reading Conference (50th, Claremont, CA, January 21-22, 1983).