Developmental stage theory of spelling: analysis of consistency across four spelling-related activities

Young, KA

Developmental stage theory of spelling: analysis of consistency across four spelling-related activities

Young, KA

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Publisher:: ALEA Australian Literacy Education Association
Publication Type:: Journal Article
Citation:: Australian Journal of Language and Literacy, 2007, 30 (3), pp. 203 - 220
Issue Date:: 2007-01

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Field	Value	Language
dc.contributor.author	Young, KA https://orcid.org/0000-0002-6455-995X	en_US
dc.date.issued	2007-01	en_US
dc.identifier.citation	Australian Journal of Language and Literacy, 2007, 30 (3), pp. 203 - 220	en_US
dc.identifier.issn	1038-1562	en_US
dc.identifier.uri	http://hdl.handle.net/10453/5929
dc.description.abstract	New theories continue to emerge to help us understand how children learn and how to effectively teach them. We must be mindful, however, of the value of previously developed and well-established theories. This paper presents findings from a study that investigated the consistency with which children perform within a given developmental stage of spelling. This study expands upon previous understanding of the developmental stage theory of spelling by examining children s spelling consistency across a broad range of spelling related activities (word lists, natural writing samples, editing activities and word sorting activities). The findings of this study indicate that children s orthographic knowledge aligns very consistently with their current stage of spelling development across a range of activities.	en_US
dc.publisher	ALEA Australian Literacy Education Association	en_US
dc.relation.ispartof	Australian Journal of Language and Literacy	en_US
dc.title	Developmental stage theory of spelling: analysis of consistency across four spelling-related activities	en_US
dc.type	Journal Article
utslib.citation.volume	3	en_US
utslib.citation.volume	30	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
utslib.for	1301 Education Systems	en_US
utslib.for	1303 Specialist Studies in Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	closed_access
pubs.consider-herdc	true	en_US
pubs.issue	3	en_US
pubs.volume	30	en_US

Abstract:

New theories continue to emerge to help us understand how children learn and how to effectively teach them. We must be mindful, however, of the value of previously developed and well-established theories. This paper presents findings from a study that investigated the consistency with which children perform within a given developmental stage of spelling. This study expands upon previous understanding of the developmental stage theory of spelling by examining children s spelling consistency across a broad range of spelling related activities (word lists, natural writing samples, editing activities and word sorting activities). The findings of this study indicate that children s orthographic knowledge aligns very consistently with their current stage of spelling development across a range of activities.

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http://hdl.handle.net/10453/5929