Spelling Assessment: Applying Research in School-Based Practice In recent years, considerable empirical and theoretical advances in the understanding of spelling have occurred. In contrast to the often-held view of spelling as a rote, visual memory activity, we now understand that spelling is one of the most complex forms of language production and that spelling draws upon ... Article
Article  |   April 01, 2003
Spelling Assessment: Applying Research in School-Based Practice
Author Affiliations & Notes
  • Jan Wasowicz
    Learning By Design, Inc., Evanston, IL
  • Kenn Apel
    Wichita State University, Wichita, KS
  • Julie J. Masterson
    Southwest Missouri State University, Springfield, MO
Article Information
Development / School-Based Settings / Speech, Voice & Prosody / Articles
Article   |   April 01, 2003
Spelling Assessment: Applying Research in School-Based Practice
SIG 16 Perspectives on School-Based Issues, April 2003, Vol. 4, 3-7. doi:10.1044/sbi4.1.3
SIG 16 Perspectives on School-Based Issues, April 2003, Vol. 4, 3-7. doi:10.1044/sbi4.1.3
In recent years, considerable empirical and theoretical advances in the understanding of spelling have occurred. In contrast to the often-held view of spelling as a rote, visual memory activity, we now understand that spelling is one of the most complex forms of language production and that spelling draws upon the same linguistic knowledge domains as does reading (Ehri, 2000; Templeton & Morris, 2001).
Like reading, spelling draws upon an individual’s phonological awareness, knowledge of orthography, semantics and morphology, and learned mental images of words (i.e., mental orthographic images; Masterson & Crede, 1999; Masterson & Apel, 2000; Apel & Masterson, 2001). Because reading and spelling share these common underlying domains, systematic spelling instruction that targets one or more of these areas can benefit both spelling and reading performance.
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