Literaturnachweis - Detailanzeige
| Autor/in | Bardine, Bryan |
|---|---|
| Institution | Kent State Univ., OH. Ohio Literacy Resource Center. |
| Titel | A Review of "A Study of the Spelling Development of Adult Literacy Learners Compared with that of Classroom Children." |
| Quelle | (1997), (4 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Rezension; Adult Basic Education; Adult Literacy; Adult Students; Comparative Analysis; Educational Strategies; Elementary Education; Elementary School Students; Literacy Education; Skill Development; Spelling; Spelling Instruction |
| Abstract | In 1995, Neva M. Viise compared the spelling development of 195 child and 124 adult literacy learners by examining their spelling errors. Children and adults showed similar mastery in recognizing consonants and short vowel inclusions; however, the adults experienced much more difficulty marking syllables in words and were more likely to omit vowels in their spellings. Adults were also more likely to err in their use of marked endings. In general, however, adults appeared to have a better understanding of prefixes and suffixes and manifested a higher rate of mastery of certain spelling features and contractions. Students in both age ranges generally learned and understood single beginning and end consonants before they were able to master double consonants or double consonant clusters. The following conclusions were drawn from Viise's study: (1) adult students must be given sufficient time to master the most basic spelling features of English; (2) spelling is best taught as part of the writing process; and (3) spelling development is helped by allowing students to use invented spelling. It is helpful to identify learners' position in terms of the four developmental stages of spelling identified by Vacca, Vacca, and Gove: the prephonemic stage, the phonemic stage, transitional spelling, and conventional spelling. (MN) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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