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ERIC Number: ED453525
Record Type: Non-Journal
Publication Date: 2001-Apr
Pages: 10
Abstractor: N/A
Reference Count: N/A
To What Extent Does Teaching Approach Affect the Development of Conventional Spelling in Young Children?
Barnes, Elaine
This research report relates to one aspect of a longitudinal study conducted into children's spelling development during the first three years of formal schooling. The study aimed to monitor the development of conventional spelling in the unaided writing of children 5-7 years of age attending one of six schools in Great Britain and to consider the results in relation to the perceived approach to the teaching of writing and spelling which was claimed by the schools. It was hypothesized that teaching approach, gender and cohort might influence this development, and that children would improve as writers and spellers over time. The research is set within the theoretical context of constructivism, with young children seen as active participants in the process of literacy development, not passively assimilating a body of adult knowledge, but actively working out for themselves how the writing system is organized and used. This study was premised upon the beliefs that spelling is a complex cognitive process and that successful learning of spelling can lead to automatic and conventional spelling production requiring little or no conscious effort. This report focuses on the naturalistic element of the study. Children's unaided writing was obtained termly (that is, on a total of nine occasions over a three year period) and was analyzed using the Child Language Data Exchange System. Findings suggest that children across all six schools made progress in similar ways and at similar rates in relation to all of the dependent variables. (Contains 14 references.) (RS)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Great Britain)