Abstract
There has been less research on how children learn to spell than how they learn to read, but research on spelling development is also important. This entry reviews research on spelling development in typically developing children, with a focus on learners of alphabetic writing systems. The entry begins with a discussion of children's early spelling attempts and moves on to a discussion of early phonological spellings and more sophisticated spellings. It reviews and discusses theoretical perspectives on spelling development, including the phonological perspective, constructivist perspective, and statistical‐learning perspective. The entry also considers implications for how best to teach children about spelling.
Sign-in/Register to access full text options 
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.
