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Phono-morpho-orthographic construal: the view from spelling
1School of Education, Tel Aviv University, Tel Aviv 69978, Israel. doritr@post.tau.ac.il
The Behavioral and Brain Sciences
|August 30, 2012
Summary
This study proposes a new spelling model, emphasizing that effective spelling requires integrating all linguistic aspects, not just sound or visual cues. The research highlights that spelling occurs at the word level, not individual sounds or letters.
Area of Science:
- Psycholinguistics
- Cognitive Science
- Educational Psychology
Background:
- Traditional spelling models often overemphasize phonology or orthography.
- Reading research, like Frost's model, suggests a more holistic approach.
- There's a need for a comprehensive spelling model that aligns with modern cognitive science.
Purpose of the Study:
- To propose a novel spelling model that integrates diverse linguistic facets.
- To challenge the reductionist view of spelling based solely on phonemes or graphemes.
- To establish spelling as a cognitive process operating at the lexical level.
Main Methods:
- Conceptual analysis of existing spelling and reading models.
- Integration of linguistic theories and cognitive psychology principles.
- Comparative analysis with Frost's reading model.
Main Results:
- A proposed spelling model that incorporates phonological, orthographic, and other linguistic elements.
- Demonstration that spelling competence is not limited to sub-lexical processing.
- Evidence supporting the lexical level as the primary domain for cognitive spelling processes.
Conclusions:
- Effective spelling models must be comprehensive, integrating all linguistic facets.
- Spelling is a complex cognitive act situated at the lexical level, not merely a phonetic or orthographic skill.
- The proposed model offers a more robust framework for understanding and teaching spelling.
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