NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ810404
Record Type: Journal
Publication Date: 2008-May
Pages: 12
Abstractor: As Provided
Reference Count: 29
ISBN: N/A
ISSN: ISSN-0300-4279
Don't Just Look, Listen: Uncovering Children's Cognitive Strategies during Spelling-Related Activities
Young, Kirsty
Education 3-13, v36 n2 p127-138 May 2008
This paper reports on a study that used verbal protocols to uncover the cognitive strategies of children from Sydney, Australia, aged 8- to 9-years-old, when they were engaged in a range of word sorting and editing activities. The children's cognitive strategies have been analysed in terms of a developmental stage theory of spelling. The findings are contrasted with the skills and characteristics of competent spellers at each recognised stage of spelling development. The paper considers the orthographic knowledge and spelling strategies of children that are evident when they are asked to "think aloud" about English words and contrasts this with what is (or is not) captured through the developmental stage theory of spelling. The article concludes with a discussion of implications for the findings on classroom practice. (Contains 3 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia