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Analysing spelling performance on a range of purposeful writing tasks created by and Jennifer E. Barr and Robert D. Lambourne

By: Contributor(s): Material type: TextTextSeries: An international journal of experimental educational psychology ; Volume 4, number 4 ,Oxfordshire: Carfax Publishing, 1984Content type:
  • text
Media type:
  • unmediated
Carrier type:
  • volume
ISSN:
  • 0144-3410
Subject(s): LOC classification:
  • LB1051 EDU
Online resources: Abstract: Most studies have looked at spelling as it occurs in the test or experimental situation. It is argued in this paper that spelling is only properly understood when account is taken of the complexity of processing involved in written language production. A study is reported in which the performance of 48 12‐year‐old subjects, drawn from nine classes in eight schools, was examined on five different writing tasks based on a common theme. Separate comparisons were made between matched pairs of good and poor spellers, and between males and females, on a number of performance measures. Results are discussed in terms of the characteristics of the different tasks and their effects on the performance of different groups of children.
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Holdings
Item type Current library Call number Vol info Status Notes Date due Barcode
Journal Article Journal Article Main Library - Special Collections LB1051 EDU (Browse shelf(Opens below)) Vol. 4, no.4 (pages297-311) Not for loan For in house use only

Most studies have looked at spelling as it occurs in the test or experimental situation. It is argued in this paper that spelling is only properly understood when account is taken of the complexity of processing involved in written language production. A study is reported in which the performance of 48 12‐year‐old subjects, drawn from nine classes in eight schools, was examined on five different writing tasks based on a common theme. Separate comparisons were made between matched pairs of good and poor spellers, and between males and females, on a number of performance measures. Results are discussed in terms of the characteristics of the different tasks and their effects on the performance of different groups of children.

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