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.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
