Pub Date : 2022-08-19DOI: 10.20360/langandlit29580
Colombe Lemire, C. Dionne, J. Myre-Bisaillon
Les pratiques d’intervention naturalistes dont l’activity-based intervention (ABI) utilisent le jeu et les activités quotidiennes pour soutenir le développement d’habiletés chez les jeunes enfants. Cet article documente les défis et facilitateurs rencontrés par quatre éducatrices en milieu de garde ayant reçu de la formation et de l’accompagnement pour implanter l’ABI en soutien au développement d’habiletés en littératie. Les principaux défis relèvent du manque de temps et de la gestion des défis socio-émotionnels. Dans les facilitateurs se retrouvent les adaptations de l’environnement et les intérêts des enfants. Cet article met en lumière, l’importance d’offrir du matériel en littératie diversifié et accessible.
{"title":"Défis et facilitateurs lors de l’implantation de pratiques d’intervention naturalistes pour soutenir le développement de la littératie en milieu de garde","authors":"Colombe Lemire, C. Dionne, J. Myre-Bisaillon","doi":"10.20360/langandlit29580","DOIUrl":"https://doi.org/10.20360/langandlit29580","url":null,"abstract":"Les pratiques d’intervention naturalistes dont l’activity-based intervention (ABI) utilisent le jeu et les activités quotidiennes pour soutenir le développement d’habiletés chez les jeunes enfants. Cet article documente les défis et facilitateurs rencontrés par quatre éducatrices en milieu de garde ayant reçu de la formation et de l’accompagnement pour implanter l’ABI en soutien au développement d’habiletés en littératie. Les principaux défis relèvent du manque de temps et de la gestion des défis socio-émotionnels. Dans les facilitateurs se retrouvent les adaptations de l’environnement et les intérêts des enfants. Cet article met en lumière, l’importance d’offrir du matériel en littératie diversifié et accessible.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88859728","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-19DOI: 10.20360/langandlit29587
Susan M. Holloway, Rasha Qaisi
The research from this ongoing nationally funded study explores multiliteracies and multimodality in secondary schools and adult education settings including a museum, dance studio, and French language learning centre. There are 30 participants to date in the study. Using constructivist grounded theory methodology, the study draws upon data from face-to-face interviews, observations, document analysis, and original film footage of learning spaces. Social semiotics theory is used in this paper to articulate how a range of modes (visual, linguistic, and gestural) affect teaching and learning. The findings suggest that multiliteracies and multimodality foster creativity and criticality, engage marginalized learners, and provide greater versatility in meaning-making practices.
{"title":"Composing meaning through multiliteracies and multimodality with adolescent and adult learners","authors":"Susan M. Holloway, Rasha Qaisi","doi":"10.20360/langandlit29587","DOIUrl":"https://doi.org/10.20360/langandlit29587","url":null,"abstract":"The research from this ongoing nationally funded study explores multiliteracies and multimodality in secondary schools and adult education settings including a museum, dance studio, and French language learning centre. There are 30 participants to date in the study. Using constructivist grounded theory methodology, the study draws upon data from face-to-face interviews, observations, document analysis, and original film footage of learning spaces. Social semiotics theory is used in this paper to articulate how a range of modes (visual, linguistic, and gestural) affect teaching and learning. The findings suggest that multiliteracies and multimodality foster creativity and criticality, engage marginalized learners, and provide greater versatility in meaning-making practices.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72622121","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-19DOI: 10.20360/langandlit29612
S. Bhowmik, Marcia Kim
Writing is an important literacy skill that K-12 students must develop for academic success. For young ESL students, developing writing skills entails both learning English and developing writing as a literacy skill. The need for this dual skill development underlines the challenges of teaching K-12 ESL writing, as teachers must strike a balance between teaching writing as a tool for students’ English language development and literacy skill. This paper reports on findings related to pedagogical approaches and classroom techniques that are prevalent in K-12 ESL writing instruction. Our research is based on a systematic review of 49 studies published between 2010 and 2019. Using content analysis, three pedagogical approaches were identified: (a) approaches centered on teacher perspectives, (b) approaches centered on student perspectives, and (c) approaches centered on emerging research and theories of ESL writing instruction. As well, the analysis yielded four classroom techniques: (a) adopting SFL-oriented and genre-based activities, (b) utilizing ESL-bilingual student writers’ language learning traits, (c) incorporating digital technology, and (d) adapting instructional practices in response to student needs. Critically reflecting on these pedagogical approaches and classroom techniques, the paper discusses the advantages and challenges of implementing them in the classroom. The paper provides a taxonomy of instructional practices that K-12 ESL writing teachers may find useful.
{"title":"ESL Writing Instruction in K-12 Settings: Pedagogical Approaches and Classroom Techniques","authors":"S. Bhowmik, Marcia Kim","doi":"10.20360/langandlit29612","DOIUrl":"https://doi.org/10.20360/langandlit29612","url":null,"abstract":"Writing is an important literacy skill that K-12 students must develop for academic success. For young ESL students, developing writing skills entails both learning English and developing writing as a literacy skill. The need for this dual skill development underlines the challenges of teaching K-12 ESL writing, as teachers must strike a balance between teaching writing as a tool for students’ English language development and literacy skill. This paper reports on findings related to pedagogical approaches and classroom techniques that are prevalent in K-12 ESL writing instruction. Our research is based on a systematic review of 49 studies published between 2010 and 2019. Using content analysis, three pedagogical approaches were identified: (a) approaches centered on teacher perspectives, (b) approaches centered on student perspectives, and (c) approaches centered on emerging research and theories of ESL writing instruction. As well, the analysis yielded four classroom techniques: (a) adopting SFL-oriented and genre-based activities, (b) utilizing ESL-bilingual student writers’ language learning traits, (c) incorporating digital technology, and (d) adapting instructional practices in response to student needs. Critically reflecting on these pedagogical approaches and classroom techniques, the paper discusses the advantages and challenges of implementing them in the classroom. The paper provides a taxonomy of instructional practices that K-12 ESL writing teachers may find useful.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85960266","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-19DOI: 10.20360/langandlit29528
Michael Dunn, Amira Albagshi, Faisal Aldawsari
This case study investigated the writing instruction practices of teachers (grades 6 and 7) of students with deafness and hearing loss. The researchers focused on what classroom practices and strategies teachers employed with students, what teachers’ perspectives were about best-practices for writing instruction, students’ perspectives about writing, and scores from their end-of-unit writing samples. The authors completed qualitative interviews and classroom observations with teachers (N=2) and students (N=6; three per class observed) about writing instruction for students with deafness and hearing loss. The data resulted in four themes: the need for teacher modeling, guided practice, and developing students’ independence; students’ challenges with writing (e.g., from ASL to English prose); the need for more resources (e.g., professional development about writing); and how assessment helps define students’ strengths and weaknesses.
{"title":"Investigating Writing Instruction Practices for Students With Deafness and Hearing Loss","authors":"Michael Dunn, Amira Albagshi, Faisal Aldawsari","doi":"10.20360/langandlit29528","DOIUrl":"https://doi.org/10.20360/langandlit29528","url":null,"abstract":"This case study investigated the writing instruction practices of teachers (grades 6 and 7) of students with deafness and hearing loss. The researchers focused on what classroom practices and strategies teachers employed with students, what teachers’ perspectives were about best-practices for writing instruction, students’ perspectives about writing, and scores from their end-of-unit writing samples. The authors completed qualitative interviews and classroom observations with teachers (N=2) and students (N=6; three per class observed) about writing instruction for students with deafness and hearing loss. The data resulted in four themes: the need for teacher modeling, guided practice, and developing students’ independence; students’ challenges with writing (e.g., from ASL to English prose); the need for more resources (e.g., professional development about writing); and how assessment helps define students’ strengths and weaknesses.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75048161","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-30DOI: 10.20360/langandlit29620
Jing Jin, Lara Polak, Velvalee Georges, Yina Liu
Tawaw, or welcome, to this special digital edition of the Language and Literacy journal. This issue is a direct result of the scholarship shared by participants and the development and management of the 18th annual, but first digital, Language and Literacy Researchers of Canada (LLRC/ACCLL) pre-conference by the co-chairs[1] (Jing Jin, Lara Polak, Velvalee Georges, and Yina Liu). The theme, Literacy Entanglements & Relationality: Time, Space, Place, and Identity, aspires to engage researchers in moving beyond entanglement toward evolving relationality through and in the various dimensions of time, space, place, and identity. This theme was intended to create opportunities for researchers to attend to the complexities inherent in broadening and strengthening our understandings of language and literacy entanglement. We anticipated thoughtful conversation about how humans engage with literacy and language at various stages of relations, from superficial acknowledgment to exploring how our messages are transformed by identity, time, space, and place. We wondered how the course of literacy and language research might become more robust by attending to all dimensions, particularly as we move from face-to-face to virtual contexts and digital means.
{"title":"Literacy Entanglements and Relationality, Time, Place, Space and Identity","authors":"Jing Jin, Lara Polak, Velvalee Georges, Yina Liu","doi":"10.20360/langandlit29620","DOIUrl":"https://doi.org/10.20360/langandlit29620","url":null,"abstract":"Tawaw, or welcome, to this special digital edition of the Language and Literacy journal. This issue is a direct result of the scholarship shared by participants and the development and management of the 18th annual, but first digital, Language and Literacy Researchers of Canada (LLRC/ACCLL) pre-conference by the co-chairs[1] (Jing Jin, Lara Polak, Velvalee Georges, and Yina Liu). The theme, Literacy Entanglements & Relationality: Time, Space, Place, and Identity, aspires to engage researchers in moving beyond entanglement toward evolving relationality through and in the various dimensions of time, space, place, and identity. This theme was intended to create opportunities for researchers to attend to the complexities inherent in broadening and strengthening our understandings of language and literacy entanglement. We anticipated thoughtful conversation about how humans engage with literacy and language at various stages of relations, from superficial acknowledgment to exploring how our messages are transformed by identity, time, space, and place. We wondered how the course of literacy and language research might become more robust by attending to all dimensions, particularly as we move from face-to-face to virtual contexts and digital means.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78782280","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-30DOI: 10.20360/langandlit29622
Tanya Manning-Lewis, K. Sanford
The researchers used a duo-ethnographic approach to examine mathematics and science teacher-candidates (TCs) experiences with a Multiliteracies Across the Curriculum course during the pandemic and how the shift to online delivery impacted their attitudes. Through one researcher’s course reflections and students’ anonymous course survey comments in 2020, the research revealed that some TCs lack of exposure to literacy-based teaching impacted their literacy identities and initial resistance to the course. However, the shift to online learning, increased course relevance, exposure to diverse online methodologies and multiliterate tools seemed to have positively impacted mathematics and science TCs attitudes toward Multiliteracies Across the Curriculum compared to previous years.
{"title":"Reimagining Multiliteracies for Science and Mathematics Teacher Candidates during the Pandemic","authors":"Tanya Manning-Lewis, K. Sanford","doi":"10.20360/langandlit29622","DOIUrl":"https://doi.org/10.20360/langandlit29622","url":null,"abstract":"The researchers used a duo-ethnographic approach to examine mathematics and science teacher-candidates (TCs) experiences with a Multiliteracies Across the Curriculum course during the pandemic and how the shift to online delivery impacted their attitudes. Through one researcher’s course reflections and students’ anonymous course survey comments in 2020, the research revealed that some TCs lack of exposure to literacy-based teaching impacted their literacy identities and initial resistance to the course. However, the shift to online learning, increased course relevance, exposure to diverse online methodologies and multiliterate tools seemed to have positively impacted mathematics and science TCs attitudes toward Multiliteracies Across the Curriculum compared to previous years.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74121601","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-30DOI: 10.20360/langandlit29624
Terry Loerts
This paper illustrates the findings from year three of a five-year research project where participants were asked to multimodally re-conceptualize their understandings about content and disciplinary literacy practices from a mandatory Bachelor of Education literacy course. Data collection includes transcribed interviews, professor feedback, in-class conversations with peers, multimodal artefacts, and participant notes taken during a gallery walk. Findings show that life experiences, transmediation processes, peer group sharing, and facility with modes and media contributed to deep understanding about multiliteracies practices, course content, and assessment techniques. Findings reveal that learning opportunities transcend disciplines, space, and time while enriching identity formation.
{"title":"“Staring Down a Charging Bull”: Reconceptualizing Content and Disciplinary Literacy through Transmediation","authors":"Terry Loerts","doi":"10.20360/langandlit29624","DOIUrl":"https://doi.org/10.20360/langandlit29624","url":null,"abstract":"This paper illustrates the findings from year three of a five-year research project where participants were asked to multimodally re-conceptualize their understandings about content and disciplinary literacy practices from a mandatory Bachelor of Education literacy course. Data collection includes transcribed interviews, professor feedback, in-class conversations with peers, multimodal artefacts, and participant notes taken during a gallery walk. Findings show that life experiences, transmediation processes, peer group sharing, and facility with modes and media contributed to deep understanding about multiliteracies practices, course content, and assessment techniques. Findings reveal that learning opportunities transcend disciplines, space, and time while enriching identity formation.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87135010","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-30DOI: 10.20360/langandlit29623
Dany Dias
Literacy research highlights a need to explore the way literacy is used in the classroom and how current practices engage students with aspects of humanity and social justice. This doctoral research took place as a classroom inquiry that examined the potential for multicultural literature to expand adolescent learners’ worldviews and shape their perceptions as global citizens. From a constant stance of reflexivity, this teacher researcher recalls a dynamic eighth-grade language arts classroom as they engaged with multicultural books and real-life events, before and during a pandemic. This paper focuses on select themes and subthemes emerging from pedagogical practices used in the classroom throughout the study. Notions of time, space, place, and identity detail an intentional and purposeful pedagogy as learners interacted with literacy within and beyond their classroom community.
{"title":"Thinker, Learner, and Practitioner: Using an Insider’s Lens to Explore Critical, Cultural, and Global Consciousness Through Multicultural Literature","authors":"Dany Dias","doi":"10.20360/langandlit29623","DOIUrl":"https://doi.org/10.20360/langandlit29623","url":null,"abstract":"Literacy research highlights a need to explore the way literacy is used in the classroom and how current practices engage students with aspects of humanity and social justice. This doctoral research took place as a classroom inquiry that examined the potential for multicultural literature to expand adolescent learners’ worldviews and shape their perceptions as global citizens. From a constant stance of reflexivity, this teacher researcher recalls a dynamic eighth-grade language arts classroom as they engaged with multicultural books and real-life events, before and during a pandemic. This paper focuses on select themes and subthemes emerging from pedagogical practices used in the classroom throughout the study. Notions of time, space, place, and identity detail an intentional and purposeful pedagogy as learners interacted with literacy within and beyond their classroom community.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74451429","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-30DOI: 10.20360/langandlit29621
E. Vasilopoulos, Francis Bangou
This paper explores the disruption of space, place, and material conditions brought on by the migration of traditional on-site language teaching to emergency remote teaching (ERT) in an English for Academic Purposes (EAP) program designed to bridge international students into higher education. We focus on two aspects of language teaching considered essential to academic success: student engagement and academic integrity. Through the Deleuzian concept of assemblage and post-qualitative inquiry, data vignettes from interviews with 12 teacher participants are presented to examine the contingency and relationality between the affordances of technological tools and the absence of embodied connection brought on by the move to ERT. Data vignettes are linked to map how instructors’ perceptions of student engagement mediated through space, place, and materials, inadvertently shape/are shaped by perceptions of academic dishonesty.
{"title":"Intersections of Student Engagement and Academic Integrity in the Emergency Remote ‘English for Academic Purposes’ Assemblage","authors":"E. Vasilopoulos, Francis Bangou","doi":"10.20360/langandlit29621","DOIUrl":"https://doi.org/10.20360/langandlit29621","url":null,"abstract":"This paper explores the disruption of space, place, and material conditions brought on by the migration of traditional on-site language teaching to emergency remote teaching (ERT) in an English for Academic Purposes (EAP) program designed to bridge international students into higher education. We focus on two aspects of language teaching considered essential to academic success: student engagement and academic integrity. Through the Deleuzian concept of assemblage and post-qualitative inquiry, data vignettes from interviews with 12 teacher participants are presented to examine the contingency and relationality between the affordances of technological tools and the absence of embodied connection brought on by the move to ERT. Data vignettes are linked to map how instructors’ perceptions of student engagement mediated through space, place, and materials, inadvertently shape/are shaped by perceptions of academic dishonesty.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87037357","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ana B. Mesquita, Inês Salomé Morais, L. Faísca, A. Reis, S. Castro
What is the hallmark of a good speller? Spelling is a critical component in learning to become literate, but how it works in literate adults remains poorly explored. We examined word and pseudoword spelling in 214 adults in relation to general cognitive abilities, vocabulary, reading history, reading performance, phonological processing and rapid automatized naming. We conducted hierarchical multiple regression analyses to uncover predictors of spelling performance and compared a subsample of good and poor spellers to identify patterns of cognitive and language abilities associated with high vs. low spelling ability. In the regression model under test, which progressed from general cognitive and language abilities to specific reading-related skills, the most important predictor for word spelling was vocabulary, and for pseudoword spelling phonological processing (phoneme deletion). The model explained 20% of word spelling, and 8% of pseudoword spelling, variance. Good spellers outperformed poor spellers in reading connected text and pseudowords, and in phonological processing; poor spellers typically had a history of reading difficulties but similar levels of cognitive ability, word reading and RAN performance. Overall, our findings indicate that adult spelling relies more strongly on word knowledge than on reading proficiency and that, as in literacy acquisition, good phonology-related abilities are a hallmark of proficient adult spellers.
{"title":"Predictors of adult spelling in an orthography of intermediate depth","authors":"Ana B. Mesquita, Inês Salomé Morais, L. Faísca, A. Reis, S. Castro","doi":"10.1075/wll.00062.mes","DOIUrl":"https://doi.org/10.1075/wll.00062.mes","url":null,"abstract":"\u0000 What is the hallmark of a good speller? Spelling is a critical component in learning to become literate, but how\u0000 it works in literate adults remains poorly explored. We examined word and pseudoword spelling in 214 adults in relation to general\u0000 cognitive abilities, vocabulary, reading history, reading performance, phonological processing and rapid automatized naming. We\u0000 conducted hierarchical multiple regression analyses to uncover predictors of spelling performance and compared a subsample of good\u0000 and poor spellers to identify patterns of cognitive and language abilities associated with high vs. low spelling ability. In the\u0000 regression model under test, which progressed from general cognitive and language abilities to specific reading-related skills,\u0000 the most important predictor for word spelling was vocabulary, and for pseudoword spelling phonological processing (phoneme\u0000 deletion). The model explained 20% of word spelling, and 8% of pseudoword spelling, variance. Good spellers outperformed poor\u0000 spellers in reading connected text and pseudowords, and in phonological processing; poor spellers typically had a history of\u0000 reading difficulties but similar levels of cognitive ability, word reading and RAN performance. Overall, our findings indicate\u0000 that adult spelling relies more strongly on word knowledge than on reading proficiency and that, as in literacy acquisition, good\u0000 phonology-related abilities are a hallmark of proficient adult spellers.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84111739","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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