Book review: Spelling and Writing Words: Theoretical and Methodological Advances
DOI:
https://doi.org/10.17239/jowr-2022.14.02.06Keywords:
spelling, wordproduction, cognitive processes, bilingual spelling, handwritingAbstract
The book Spelling and Writing Words: Theoretical and Methodological Advances, edited by Cyril Perret and Thierry Olive (2019), is an insightful and thorough state-of-the art of the research on written word production and spelling. The works included in this volume are based on the premise that investigating cognitive processes extends our understanding of lexical writing skill. For this purpose, the editors have brought together various researchers that explore many aspects of written word production, so as to provide the reader with updated and in-depth insights on this topic.
References
Afonso, O., Suárez-Coalla, P., González-Martín, N., & Cuetos, F. (2018). The impact of word frequency on peripheral processes during handwriting: A matter of age. Quarterly Journal of Experimental Psychology, 71(3), 695–703.
https://doi.org/10.1080/17470218.2016.1275713
Alves, R. A. (2019). The early steps in becoming a writer: Enabling participation in a literate world. In J. S. Horst and J. von Koss Torkildsen (Eds.), International hand-book of language acquisition (pp. 520–538). Milton Park, UK: Routledge/Taylor & Francis Group. https://doi.org/10.4324/9781315110622-27
Alves, R. A., & Silva, M. (2022). A caligrafia como alavanca do desenvolvimento da escrita. In R. A. Alves and I. Leite (Eds.). Ensino da leitura e da escrita baseado em evidências (pp. 297-308). Porto: Fundação Belmiro de Azevedo.
Bonin, P., Méot, A., Lagarrigue, A., & Roux, S. (2015). Written object naming, spelling to dictation, and immediate copying: Different tasks, different pathways? Quar-terly Journal of Experimental Psychology, 68(7), 1268–1294. https://doi.org/10.1080/17470218.2014.978877
Bonin, P., Roux, S., Barry, C., & Canell, L. (2012). Evidence for a limited-cascading account of written word naming. Journal of Experimental Psychology: Learning, Memory, and Cognition, 38(6), 1741–1758. https://doi.org/10.1037/a0028471
Ehri, L. C. & Nunes, S. R. (2002). The role of phonemic awareness in learning to read. What research has to say about reading instruction (pp. 110-139). Newark, Dela-ware: International Reading Association. https://doi.org/10.1598/0872071774.6
Gillon, G. T. (2004). Phonological awareness: From research to practice. New York: Guilford Press.
Graham, S., & Miller, L. (1979). Spelling research and practice: A unified approach. Focus on Exceptional Children, 12(2). https://doi.org/10.17161/foec.v12i2.7150
Graham, S., & Santangelo, T. (2014). Does spelling instruction make students better spellers, readers, and writers? A meta-analytic review. Reading and Writing, 27(9), 1703–1743. https://doi.org/10.1007/s11145-014-9517-0
Grosjean, F. (2021). Life as a bilingual: Knowing and using two or more languages. Cambridge: Cambridge University Press. https://doi:10.1017/9781108975490
Isen, A. M., Daubman, K. A., & Nowicki, G. P. (1987). Positive affect facilitates creative problem solving. Journal of Personality and Social Psychology, 52(6), 1122–1131. https://doi.org/10.1037/0022-3514.52.6.1122
Kandel, S., & Perret, C. (2015). How does the interaction between spelling and motor processes build up during writing acquisition? Cognition, 136, 325–336.
https://doi.org/10.1016/j.cognition.2014.11.014
LeDoux, J. E. (1992). Emotion and the amygdala. In J. P. Aggleton (Ed.), The amygdala: Neurobiological aspects of emotion, memory, and mental dysfunction (pp. 339–351). Hoboken, New Jersey: Wiley-Liss.
Lodge, J. M., Kennedy, G., Lockyer, L., Arguel, A., & Pachman, M. (2018). Understand-ing difficulties and resulting confusion in learning: An Integrative Review. Fron-tiers in Education, 3. https://doi.org/10.3389/feduc.2018.00049
Longcamp, M., Lagarrigue, A., & Velay, J. L. (2010). Contribution de la motricité graphique à la reconnaissance visuelle des lettres. Psychologie Française, 55(2), 181–194. https://doi.org/10.1016/j.psfr.2010.03.001
Longcamp, M., Tanskanen, T., & Hari, R. (2006). The imprint of action: Motor cortex involvement in visual perception of handwritten letters. NeuroImage, 33(2), 681–688. https://doi.org/10.1016/j.neuroimage.2006.06.042
Longcamp, M., Zerbato-Poudou, M. T., & Velay, J. L. (2005). The influence of writing practice on letter recognition in preschool children: A comparison between handwriting and typing. Acta Psychologica, 119(1), 67–79. https://doi.org/10.1016/j.actpsy.2004.10.019
Mangen, A., Anda, L., Oxborough, G., & Brønnick, K. (2015). Handwriting versus key-board writing: Effect on word recall. Journal of Writing Research, 7(2), 227–247. https://doi.org/10.17239/jowr-2015.07.02.1
Mueller, P. A., & Oppenheimer, D. M. (2014). Corrigendum: The pen is mightier than the keyboard. Advantages of longhand over laptop note taking. Psychological Science, 29(9), 1565–1568. https://doi.org/10.1177/0956797618781773
Pacton, S., Sobaco, A., Fayol, M., & Treiman, R. (2013). How does graphotactic knowledge influence children’s learning of new spellings? Frontiers in Psycholo-gy, 4:701.
https://doi:10.3389/fpsyg.2013.00701
Pekrun, R. (2005). Progress and open problems in educational emotion research. Learning and Instruction, 15(5), 497–506. https://doi.org/10.1016/j.learninstruc.2005.07.014
Planton, S., Jucla, M., Roux, F. E., & Démonet, J. F. (2013). The “handwriting brain”: A meta-analysis of neuroimaging studies of motor versus orthographic processes. Cortex, 49(10), 2772–2787. https://doi.org/10.1016/j.cortex.2013.05.011
Poeppel, D., & Hickok, G. (2004). Towards a new functional anatomy of language. Cognition, 92(1–2), 1–12. https://doi.org/10.1016/j.cognition.2003.11.001
Purcell, J. J., Turkeltaub, P. E., Eden, G. F., & Rapp, B. (2011). Examining the central and peripheral processes of written word production through meta-analysis. Frontiers in Psychology, 2:1. https://doi:10.3389/fpsyg.2011.00239
Qu, Q., Damian, M. F., & Li, X. (2016). Phonology contributes to writing: Evidence from a masked priming task. Language, Cognition and Neuroscience, 31(2), 251–264.
https://doi.org/10.1080/23273798.2015.1091086
Santangelo,T., & Graham, S. (2016). A comprehensive meta-analysis of handwriting instruction. Educational Psychological Review, 28, 225–265. doi:10.1007/s10648-015-9335-1.
Soulier, L., Simoës-Perlant, A., & Largy, P. (2021). The effect of emotional induction by music on spelling error detection: A study of children and adults. L’Année Psy-chologique, 121, 25-70. https://doi.org/10.3917/anpsy1.211.0025
Troia, G. A., & Maddox, M. E. (2004). Writing instruction in middle schools: Special and general education teachers share their views and voice their concerns. Ex-ceptionality, 12(1), 19–37. https://doi.org/10.1207/s15327035ex1201_3
Wiley, R. W., & Rapp, B. (2021). The effects of handwriting experience on literacy learning. Psychological Science, 32(7), 1086–1103. https://doi.org/10.1177/0956797621993111
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Mariana G. Cunha, Rui A. Alves
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 Unported License.
