Writing and Spelling
Below are selected research studies that investigate issues important to writing and spelling. The resources are listed alphabetically by author and include links to the item or to where it can be purchased.
Foundational research
In the Middle : New Understanding About Writing, Reading, and Learning
Atwell, N. (1998). In the Middle : New Understanding About Writing, Reading, and Learning. Upper Montclair, NJ: Boynton/Cook.
From the back cover
When first published in 1987, this seminal work was widely hailed for its honest examination of how teachers teach, how students learn, and ht gap that lies in between. In depicting her own classroom struggles, Nancy Atwell shook our orthodox assumptions about skill-and-drill-based curriculum and became a pioneer of responsive teaching. Now, in the long-awaited second edition, Atwell reflects on the next ten years of her experience, rethinks and clarifies old methods, and demonstrates new, more effective approaches.
What's in a name? Children's Name Writing and Literacy Acquisition
Bloodgood, J. (1999). What's in a name? Children's name writing and literacy acquisition. Reading Research Quarterly, 34, 342-367.
Abstract:
Literacy development among a group of preschool and kindergarten children was examined through changes in the form, function, and perception of their written names. Sixty-seven 3-, 4-, and 5-year-olds, their teachers, instructional aides, and six case-study parents participated in a yearlong qualitative and quantitative study. Literacy skills were assessed in the fall and spring; instructional methods, classroom interactions, and student writing efforts were observed. Preschool and kindergarten teachers and instructional aides as well as the parents of six case-study children responded to interviews and participated in informal discussions of children's early literacy growth.
Analysis of assessments and writing samples indicates a substantial role for name in early literacy. Name recognition correlates with age (.86) for 3-year-olds, while name production correlates with alphabet knowledge (.55 to .77), word recognition (.49 to .62), and concept of word (.39 to .66) for 4- and 5-year-olds. Name letters represent approximately 40 percent of children's random-letter written characters. Reciprocal relationships among the children's literacy skills were evident. Automaticity in name writing paralleled control of the alphabet, recognition of several sight words, and emerging tracking ability. Name has the instructional potential to help children connect literacy strands in a meaningful way.
The Art of Teaching Writing
Calkins, L.M. (1986). The art of teaching writing. Portsmouth, NH: Heinemann Educational Books.
From Amazon.com:
The Art of Teaching Writing, New Edition, has major new chapters on assessment, thematic studies, writing throughout the day, reading/writing relationships, publication, curriculum development, nonfiction writing and home/school connections.
Emergent Literacy
Sulzby, E. & Teale, W.H. (1991). Emergent literacy. In R. Barr, M.L. Kamil, P. Mosenthal, and P.D. Pearson (Eds.) Handbook of Reading Research: Vol. 2 (pp. 727-757). New York: Longman.
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