Student and teacher perspectives on spelling-Reference-Cited by-同舟云学术

Student and teacher perspectives on spelling

Published:2019-02 Issue:1 Volume:42 Page:40-57
ISSN:1038-1562
Container-title:The Australian Journal of Language and Literacy
language:en
Short-container-title:AJLL

Author:

Daffern Tessa,Critten Sarah

Publisher

Springer Science and Business Media LLC

Subject

Linguistics and Language,Education,Language and Linguistics

Link

https://link.springer.com/content/pdf/10.1007/BF03652025.pdf

Reference68 articles.

1. Adams, A., Simmons, F. & Willis, C. (2015). Exploring relationships between working memory and writing: Individual differences associated with gender. Learning and Individual Differences,. 40, 101–107. doi: http://www.dx.doi.org/10.1016/j.lindif.2015.04.011

2. Apel, K. (2014). A comprehensive definition of morphological awareness: Implications for assessment. Topics. in Language Disorders,. 34(3), 197–209. doi:10.1097/TLD.0000000000000019

3. Apel, K. & Lawrence, J. (2011). Contributions of morphological awareness skills to word-level reading and spelling in first-grade children with and without speech sound disorder. Journal of Speech, Language, and Hearing Research,. 54(5), 1312–1327. doi:10.1044/1092–4388

4. Australian Curriculum, Assessment & Reporting Authority (ACARA). (2016). NAP national assessment program. Retrieved from http://www.nap.edu.au/about/about.html

5. Bahr, R. (2015). Spelling strategies and word formation processes. In R. Bahr & E. Silliman (Eds.), Routledge handbook of communication disorders.(pp. 193–203). London: Routledge.

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2. Spelling: theory, assessment, and pedagogy;International Encyclopedia of Education(Fourth Edition);2023

3. Capturing variations in how spelling is taught in primary school classrooms in England;British Educational Research Journal;2022-07-14