Colin Harrison and Greg Brooks
The University of Nottingham & the University of Sheffield
The primary goal of the MESH Spelling site developers has been to bring together insights from the past 40 years of research into spelling, and to present these in ways that are bite-sized, clear and intelligible to a non-expert. We know that all teachers understand the importance of being able to spell, but we also know that as successive governments have made teacher preparation more and more school-based, teachers have had fewer and fewer opportunities to learn about the cognitive processes that underpin spelling before they enter the classroom.
The primary goal of the MESH Spelling site developers has been to bring together insights from the past 40 years of research into spelling, and to present these in ways that are bite-sized, clear and intelligible to a non-expert.
The full list of references
- Basic Skills Agency (1996). Writing Skills: a survey of how well people can spell and punctuate. London: Basic Skills Agency.
- Bishop D. V. M, & Adams, C (1990) A prospective study of the relationship between specific language impairment, phonological disorders and reading retardation. Journal of Child Psychology and Psychiatry31, 1027-1050
- Brooks, G. (2013) What works for children and young people with literacy difficulties? The Dyslexia-SpLD Trust
- Brooks, G., Gorman, T.P. and Kendall, L. (1993). Spelling It Out: the spelling abilities of 11- and 15-year-olds. Slough: NFER.
- Burton, M. (2011). Phonetics for Phonics. Leicester: NIACE.
- Burton, M., Davey, J., Lewis, M., Ritchie, L. and Brooks, G. (2008). Improving Reading: phonics and fluency. Practitioner guide. London: National Research and Development Centre for Adult Literacy and Numeracy. http://www.nrdc.org.uk/publications_details.asp?ID=156#
- Burton, M., Davey, J., Lewis, M., Ritchie, L. and Brooks, G. (2010). Progress for Adult Literacy Learners. London: National Research and Development Centre for Adult Literacy and Numeracy.http://www.nrdc.org.uk/publications_details.asp?ID=175#
- Cassar, M., Treiman, R., Moats, L., Pollo, T. C. and Kessler, B. (2005) How Do the Spellings of Children with Dyslexia Compare with those of Nondyslexic Children?, Reading and Writing, 18.1, pp. 27â€“49.
- ChÃ©dru, F. and Geschwind, N. (1972). ‘Writing disturbances in acute confusional states.’ Neuropsychologia, 10, 343-53.
- Ehri, L.C. (2005). ‘Development of sight word reading: phases and findings.’ In Snowling, H.J. and Hulme, C. (eds) The Science of Reading: a handbook. Oxford: Blackwell, pp.135-54.
- Frith, U. (1985). ‘Beneath the surface of developmental dyslexia.’ In Patterson, K.E., Marshall, J.C. and Coltheart, M. (eds) Surface Dyslexia: neuropsychological and cognitive studies of phonological reading. Hillsdale, NJ: Erlbaum, pp.301-30.
- Hulme, C. & Snowling, M. (2009) Developmental Disorders of Language Learning and Cognition, Sussex: Wiley Blackwell.
- Nelson, H.E. (1980). ‘Analysis of spelling errors in normal and dyslexic students.’ In Frith, U. (ed.) Cognitive Processes in Spelling. London: Academic Press, pp.475-93.
- Peters, M.L. (1970). Success in Spelling: a study of the factors affecting improvement in spelling in the junior school. Cambridge: Cambridge Institute of Education.
- Schonell, F. J. (1936). ‘Ability and disability in spelling among educated adults.’ British Journal of Educational Psychology, 6, 123-46.
- Spache, G. (1940). ‘A critical analysis of various methods of classifying spelling errors.’ Journal of Educational Psychology, 31, 111-34.
- Wing, A.M. and Baddeley, A.D. (1980). ‘Spelling errors in handwriting: a corpus and a distributional analysis.’ In Frith, U. (ed.) Cognitive Processes in Spelling. London: Academic Press, pp.251-85.