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

Publication Type:
Journal Article
Education 3-13: the Professional Journal for Primary Education, 2008, 36 (2), pp. 127 - 138
Issue Date:
Full metadata record
Files in This Item:
Filename Description Size
Thumbnail2007002166OK.pdf205.59 kB
Adobe PDF
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.
Please use this identifier to cite or link to this item: