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- W2972182807 abstract "Adult learners frequently state that they make many spelling errors, which they find distressing. However, it seems that spelling is rarely taught explicitly in adult education programs. To compound this problem, there have been relatively few spelling studies with adult learners. In this chapter, we review two theoretical frameworks describing the development of spelling abilities for adults and children. In addition, we present research in which the spelling errors of adult learners and skill-matched children were compared across two spelling tasks: a dictated spelling task, and a storytelling task that allowed participants to self-generate words. Different patterns of data emerged across groups for the different tasks. The results imply that the respective strategies of the groups are based on their strengths, are compensatory, and are not utilized across all spelling situations. These findings highlight the importance of examining spelling across contexts to more fully understand the development of this skill." @default.
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- W2972182807 date "2019-08-16" @default.
- W2972182807 modified "2023-10-12" @default.
- W2972182807 title "From “Degisned” and “Dezine” to “Design”" @default.
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- W2972182807 doi "https://doi.org/10.1002/9781119261407.ch6" @default.
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