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Children’s Acquisition and Retention of Word Spellings
Resource type
Authors/contributors
- Dreyer, Lois G. (Author)
- Luke, Stephen D. (Author)
- Melican, Eileen K. (Author)
- Berninger, Virginia Wise (Editor)
Title
Children’s Acquisition and Retention of Word Spellings
Abstract
Spelling is one of several important operations involved in the act of writing but until recently has received attention primarily in the applied domain. Orthographic abilities, because of their strong association with reading (e.g. Perfetti, 1985), are now of increasing interest to those who study the cognitive bases of literacy development. It is generally acknowledged that phonological processes underlie essential aspects of word recognition (Adams, 1990; Dreyer, 1989; Liberman, Shankweiler & Liberman, 1989; Stanovich, 1986; Wagner & Torgesen, 1987; Williams, 1986). An expanding body of research suggests that orthographic factors can account for a significant amount of variance in word recognition over and above phonological abilities (Cunningham & Stanovich, 1990; 1993; Dreyer, 1994; Stanovich & West, 1989; Stanovich, West & Cunningham, 1991).
Book Title
The Varieties of Orthographic Knowledge: II: Relationships to Phonology, Reading, and Writing
Series
Neuropsychology and Cognition
Date
1995
Publisher
Springer Netherlands
Place
Dordrecht
Pages
291-320
ISBN
978-94-011-0385-5
Citation Key
dreyerChildrensAcquisitionRetention1995
Accessed
12/17/19, 8:03 PM
Language
en
Library Catalog
Springer Link
Extra
Citation Key Alias: lens.org/083-701-708-807-487, pop00143
Citation
Dreyer, L. G., Luke, S. D., & Melican, E. K. (1995). Children’s Acquisition and Retention of Word Spellings. In V. W. Berninger (Ed.), The Varieties of Orthographic Knowledge: II: Relationships to Phonology, Reading, and Writing (pp. 291–320). Springer Netherlands. https://doi.org/10.1007/978-94-011-0385-5_9
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