As children mature, their approach to reading and spelling alters radically, and evidence suggests these changes continue throughout their school career. Authors Terezinha Nunes and Peter Bryant theorize that children use both informal experiences as well as more formalized instruction to devise their own conditional spelling rules. Ideas are presented in an interesting and accessible way, and potential educational implications are thoroughly examined. This innovative research has much to offer professionals and parents alike.
List of Tables.
Preface and Acknowledgements.
1 Learning to Spell: What is the Problem.
2 From Letter–Sound to Grapheme–Phoneme Relationships: The Case of Consonant Digraphs.
3 Spelling Vowels: Digraphs and Split Digraphs.
4 How Children Learn and Can be Taught about Conditional Rules.
5 Morphemes and Spelling.
6 The Importance of Morphemes.
7 Teaching Children about Morphemes.
8 A Framework for Understanding how Children Learn to Read and Spell English Words.