Purpose: This scoping review aims to identify and analyze the nature of the spelling errors produced by children with developmental language disorder (DLD) across different orthographies. Building on a previous meta-analysis identifying the extent of the spelling difficulties of children with DLD, the review extends our understanding of the nature…

Purpose: The aim of this paper is to explore, analyse and summarise the potential tangible user interface (TUI) design features for dyslexics learning to read and spell. Design/methodology/approach: This study adopts a systematic literature review method through a manual search of published papers from 2011. This systematic literature review…

Word boxes (also referred to as Elkonin or sound boxes) are used to teach basic literacy skills to children. However, there has not been a review of studies reporting on the effects of word boxes on students' reading achievement. The purpose of this review was to conduct a comprehensive analysis of the effects of word boxes on students' reading…

Learning to be literate builds upon existing knowledge of the language from speech. Becoming literate then enables children to learn more about language. However, literacy is unlikely to be achieved without explicit and prolonged instruction. This review provides an evidence base for decision-making during literacy education. The authors identify…

The authors conducted an integrative review of the research literature on the writing development, writing instruction, and writing assessment of young deaf children ages 3 to 8 years (or preschool through third grade) published between 1990 and 2012. A total of 17 studies were identified that met inclusion criteria. The analysis examined research…

It is argued that a more comprehensive, systematic understanding of the nature of the alphabet, its three identities (letters/graphemes, letters/nomenemes, sounds/phonemes), and their specific functions in the teaching of various language skills and subskills should be an integral part of the language arts curriculum and instructional plan,…

Discusses the government-approved simplification of French spelling, and describes rectifications of spelling problems frequently found in forming or using accents, verbs, hyphens, noun plurals, and other anomalies. (CB)

Two studies compare phonology-based instructional strategies designed for improving spelling skills of elementary school children against instruction strategies that rely only on visual exposure of words. In both studies, posttests showed that children taught through psycholinguistic and phoneme awareness methods significantly outperformed the…

We conducted behavior?genetic analyses of kindergarten reading, spelling, phonological awareness, rapid naming, and spoken sentence processing in 172 pairs of monozygotic and 153 pairs of same-sex dizygotic twin kindergarten children sampled in the United States and Australia. We also modeled progress from preschool to kindergarten in…

Large differences exist among individuals in their ability to process speech sounds within syllables and words, and this ability is crucial for reading and spelling alphabetically beyond a very elementary level. The conception that speech is made up of segments (phonemes) is natural to those who read and spell alphabetically, but arguably: (1)…

This article considers differences between good and poor spellers and concludes individual differences in spelling ability are the result of differences in the knowledge of sound-spelling information rather than differences in visual memory abilities. Poor spellers may rely more on visual strategies, but this is due to limited phonological…

This article reviews the literature on spelling development in alphabetic scripts. It describes how once children begin to learn that the function of alphabetic writing is to represent the sounds of language, they go through the process of learning sound-spelling correspondence in increasingly fine detail, from syllables to phonemes. (Contains…

One of a series of reports on the status of speech investigation, this collection of articles deals with topics including intonation and morphological knowledge. The titles of the articles and their authors are as follows: (1) "Integration and Segregation in Speech Perception" (Bruno H. Repp); (2) "Speech Perception Takes Precedence…

Misspellings by first through fifth grade students were classified as to probable underlying spelling strategies. An overall shift strategy from sound to print was reflected in fifth grade errors independent of word difficulty. (FL)

This article reviews literature on normal and impaired spelling development, and discusses the influence of consonant clusters, phonetic influences, and the role of letter names. Research that underscores the importance of fine-grained linguistic analyses of spelling performance is described. It is concluded that such an approach holds promise.…