This volume unites spelling and word recognition -- two areas that have largely remained theoretically and empirically distinct. Despite considerable advances in the investigation of processes underlying word perception and the acknowledgement of the seminal importance of lexical access in the reading and writing processes, to date the development and functioning of orthographic knowledge across both encoding and decoding contexts has rarely been explored.
The book begins to fill this void by offering a coherent and unified articulation of the perceptual, linguistic, and cognitive features that characterize an individual's advancing word/orthographic knowledge, providing evidence for a common knowledge base underlying spelling in writing and word recognition in reading. From a developmental perspective, the studies and syntheses presented in this volume blend insights from psychology and language study with those from clinical and classroom observations. These insights help explain how individuals, from preschool through adolescence, develop knowledge of the orthographic system underlying word structure in English and how they apply this knowledge in actual writing and reading contexts. Implications are drawn for the assessment and teaching of spelling, vocabulary, and word analysis from primary through middle grades.
"…many of these chapters report more than one study, with the conclusions of one leading the author to another. Such follow-through presents an excellent model to future scholars, making this text important for doctoral students in language and literacy….I recommend this book to those studying emerging literacy (especially invented spelling) and disabled readers' ability to learn to read words."
—Journal of Reading
"Virtually every chapter of this book begins, at least implicitly, with substantial observations from the classroom or clinic, and ends with inferences for teaching and intervention….This grounding in the real world recommends the book to those who train teachers and plan curricula, but it is also important to psychologists, at least those who would like their work to stay in contact with what really happens in schools, reading clinics, and homes every day."
—American Journal of Psychology
Contents: J. Deese, Foreword. E.H. Henderson, The Interface of Lexical Competence and Knowledge of Written Words. R.C. Schlagal, Patterns of Orthographic Development into the Intermediate Grades. D. Morris, Concept of Word: A Pivotal Understanding in the Learning-to-Read Process. J.T. Gill, The Relationship Between Word Recognition and Spelling. M.A. Invernizzi, The Vowel and What Follows: A Phonological Frame of Orthographic Analysis. D.R. Bear, The Prosody of Oral Reading and Stages of Word Knowledge. W.G.W. Barnes, The Developmental Acquisition of Silent Letters in Orthographic Images. J. Zutell, An Integrated View of Word Knowledge: Correlational Studies of the Relationships Among Spelling, Reading, and Conceptual Development. C.S. Beers, J.W. Beers, Children's Spelling of English Inflectional Morphology. S. Templeton, Theory, Nature, and Pedagogy of Higher-Order Orthographic Development in Older Students. M.P. Abouzeid, Stages of Word Knowledge in Reading Disabled Children. L.C. Ehri, Review and Commentary: Stages of Spelling Development. S. Templeton, D.R. Bear, A Summary and Synthesis: "Teaching the Lexicon to Read and Spell". F. Vellutino, Afterword.