Spelling development in young children: A case of Representational-Redescription?

Sarah Critten, Karen Pine, Dorothy Steffler

Research output: Contribution to journalArticle

19 Citations (Scopus)

Abstract

Two experiments explored children’s spelling development in the context of the Representational-Redescription (RR) model (A. Karmiloff-Smith, 1992). Fifty-one 5- to 7-year-old children (Experiment 1) and 44 5- to 6-year-old children (Experiment 2) were assessed, using spelling production and recognition tasks, for phonological to morphological spelling development and representational levels derived from the RR model, respectively. Children were allocated to 1 of the stages for spelling production from T. Nunes, M. Bindman, and P. Bryant (1997) and to 1 of the representational levels derived from the RR model for spelling recognition and accompanying verbal justifications indicating their knowledge and understanding of spelling. These results are discussed in terms of how the RR model accounts for the hitherto unexplained cognitive mechanisms that underlie spelling development and the notion of multirepresentation in spelling.
Original languageEnglish
Pages (from-to)207-220
Number of pages14
JournalJournal of Educational Psychology
Volume99
Issue number1
DOIs
Publication statusPublished - 2007

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Spelling development in young children: A case of Representational-Redescription? / Critten, Sarah; Pine, Karen; Steffler, Dorothy.

In: Journal of Educational Psychology, Vol. 99, No. 1, 2007, p. 207-220.

Research output: Contribution to journalArticle

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