Information processing approaches to studying spelling deficiencies.

Abstract

Although numerous research articles and position papers on spelling and spelling problems have appeared in the literature, no theoretical model of spelling knowledge acquisition has been developed to guide research on learning problems related to spelling. This paper explores components of various information processing “protomodels” of spelling performance that might prove useful for understanding two common characteristics of LD students' spelling behavior: error making and retarded rates of acquisition. Specifically, in light of recent research on the development of children's acquisition of spelling ability, weaknesses in traditional “two channel” models borrowed from reading research are examined. It is argued that an adequate theory of spelling processes must, at a minimum, model: (a) qualitative changes in performance as a function of maturation that underlie development of automaticity; and (b) transactional development of spelling-related knowledge structures and efficient algorithms for searching or supplementing these structures.