Don't just look, listen: Uncovering children's cognitive strategies during spelling-related activities

Young, K

Don't just look, listen: Uncovering children's cognitive strategies during spelling-related activities

Young, K

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Publication Type:: Journal Article
Citation:: Education 3-13, 2008, 36 (2), pp. 127 - 138
Issue Date:: 2008-01-01

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Field	Value	Language
dc.contributor.author	Young, K https://orcid.org/0000-0002-6455-995X	en_US
dc.date.issued	2008-01-01	en_US
dc.identifier.citation	Education 3-13, 2008, 36 (2), pp. 127 - 138	en_US
dc.identifier.issn	0300-4279	en_US
dc.identifier.uri	http://hdl.handle.net/10453/9868
dc.description.abstract	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. © 2008, Copyright Taylor & Francis Group, LLC.	en_US
dc.relation.ispartof	Education 3-13	en_US
dc.relation.isbasedon	10.1080/03004270701577164	en_US
dc.title	Don't just look, listen: Uncovering children's cognitive strategies during spelling-related activities	en_US
dc.type	Journal Article
utslib.citation.volume	2	en_US
utslib.citation.volume	36	en_US
utslib.for	1301 Education Systems	en_US
utslib.for	1302 Curriculum and Pedagogy	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.issue	2	en_US
pubs.publication-status	Published	en_US
pubs.volume	36	en_US

Abstract:

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. © 2008, Copyright Taylor & Francis Group, LLC.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/9868