000			01664nam a22002537a 4500
003			ZW-GwMSU
005			20241210104919.0
008			241210b |||||||| |||| 00| 0 eng d
022			_a0144-3410
040			_aMSU _bEnglish _cMSU _erda
050	0	0	_aLB1051 EDU
100	1		_aBarr, Jennifer E. _eauthor
245	1	0	_aAnalysing spelling performance on a range of purposeful writing tasks _ccreated by and Jennifer E. Barr and Robert D. Lambourne
264	1		_aOxfordshire: _bCarfax Publishing, _c1984.
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aAn international journal of experimental educational psychology _vVolume 4, number 4 ,
520	3		_aMost 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.
650			_aSpelling growth _vWriting tasks _xPerformance measures
700	1		_aLambourne, Robert D. _eco-author
856			_uhttps://doi.org/10.1080/0144341840040405
942			_2lcc _cJA
999			_c168726 _d168726