Learning to Spell Words: Findings, Theories, and Issues
Learning to Spell Words: Findings, Theories, and Issues
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DOI：
10.1080/10888438.2017.1296449
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发表时间：
2017-01-01
影响因子：
3.7
通讯作者：
Treiman, Rebecca
中科院分区：
文献类型：
--
作者：
Treiman, Rebecca
关于儿童如何学习拼写的研究比关于他们如何学习阅读的研究要少，但现在对拼写发展的了解很多。本文回顾了规范性发展的研究，从儿童的早期涂鸦，并进行prephonological拼写涉及字母，语音影响发明拼写，更先进的拼写。大多数研究涉及字母书写系统中的拼写发展。本章介绍了儿童拼写学习的相关理论，包括建构主义理论、阶段理论、双路径理论和多模式整合理论。文章的最后一部分讨论了未来研究的方向和对拼写困难儿童的影响。
There has been less research on how children learn to spell than on how they learn to read, but a good deal is now known about spelling development. This article reviews studies of normative development, beginning with children's early scribbles and proceeding to prephonological spelling involving letters, phonologically influenced invented spelling, and more advanced spelling. Most of the studies deal with spelling development in alphabetic writing systems. Theories about how children learn to spell, including constructivist theories, stage and phase theories, dual-route theories, and Integration of Multiple Patterns, are presented and reviewed in light of the research evidence. The final section of the article discusses directions for future research and implications for children with spelling difficulties.