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How Children Learn to Write Words$
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Rebecca Treiman and Brett Kessler

Print publication date: 2014

Print ISBN-13: 9780199907977

Published to Oxford Scholarship Online: December 2014

DOI: 10.1093/acprof:oso/9780199907977.001.0001

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Conclusions and Extensions

Conclusions and Extensions

Chapter:
(p.298) Chapter 13 Conclusions and Extensions
Source:
How Children Learn to Write Words
Author(s):

Rebecca Treiman

Brett Kessler

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780199907977.003.0013

The chapter begins by evaluating theories of spelling development in light of the evidence presented in the book. The research is most consistent with IMP, the Implementation of Multiple Patterns. The broader effects that learning a writing system has on people are discussed, including influences on reading, speech perception, phonological awareness, vocabulary learning, directionality biases, and mirror-image discrimination. Children need a level of fluency with handwriting, spelling, and punctuation in order to write effectively. They learn some things implicitly, but direct instruction speeds the process. It is important to teach patterns, include activities that focus on writing itself, and provide feedback after errors. To increase their effectiveness, teachers should be given the opportunity to learn about language and writing systems. An increased understanding of these matters can also aid in the assessment of spelling and the design of teaching materials, both for typically developing children and those in need of remediation.

Keywords:   theories, IMP, reading, speech perception, phonological awareness, mirror image, spelling instruction, teaching, spelling tests

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