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Spelling—A task analysis

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Abstract

This paper analyzes a typical school spelling task in terms of an information processing model of spelling performance. It explores the nature of the speller's internal representation of the word to be spelled, the information he must have in memory about the target word, and the organization of the processes available to use that information to produce a spelling and verify its accuracy. Sources of error in the execution of the task, with examples of errors from children's spelling tests, are discussed in terms of the model. Ways in which the model may be adapted to explain performance on other kinds of spelling tasks and some implications for instruction are suggested. A partially implemented computer simulation of the spelling process is described.

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Authors and Affiliations

  1. Carnegie-Mellon University, Pittsburgh, Pennsylvania

    Dorothea P. Simon

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  1. Dorothea P. Simon
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The research reported herein was supported by the Learning Research and Development Center, University of Pittsburgh, supported in part as a research and development center by funds from the National Institute of Education (NIE), United States Department of Health, Education, and Welfare. The opinions expressed do not necessarily reflect the position or policy of NIE and no official endorsement should be inferred.

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Simon, D.P. Spelling—A task analysis. Instr Sci 5, 277–302 (1976). https://doi.org/10.1007/BF00054359

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  • DOI: https://doi.org/10.1007/BF00054359

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