Abbott, R. D., Berninger, V. W., & Fayol, M. (2010). Longitudinal relationships of levels of language in writing and between writing and reading in grades 1 to 7. Journal of Educational Psychology, 102(2), 281–298. https://doi.org/10.1037/a0019318.
Adecco. (2013). Hiring Managers Believe New College Grads are Unprepared for the Workforce. https://web.archive.org/web/20170131043335/https://www.adeccousa.com/about-adecco-staffing/newsroom/press-releases/college-grads-unprepared-for-workforce-2013/
Adoniou, M. (2013). Why some kids can’t spell and why spelling tests won’t help. The Conversation. http://theconversation.com/why-some-kids-cant-spell-and-why-spelling-tests-wont-help-20497
Adoniou, M. (2014). What should teachers know about spelling? Literacy, 48(3), 144–154. https://doi.org/10.1111/lit.12017.
Agarwal, P. K., D’Antonio, L., Roediger, H. L., McDermott, K. B., & McDaniel, M. A. (2014). Classroom-based programs of retrieval practice reduce middle school and high school students’ test anxiety. Journal of Applied Research in Memory and Cognition, 3(3), 131–139. https://doi.org/10.1016/j.jarmac.2014.07.002.
Allred, R. A. (1966). Application of spelling research. Curriculum Bulletin, 22(268), 1–26.
Allred, R. A. (1977). Spelling: The application of research findings. National Education Association. https://eric.ed.gov/?id=ED135003
Allred, R. A. (1984). Spelling trends, content, and methods. What research says to the teachers. National Education Association. https://eric.ed.gov/?id=ED248531
Altwerger, B., Edelsky, C., & Flores, B. M. (1987). Whole language: What’s new? The Reading Teacher, 41(2), 144–154.
Aram, D. (2005). Continuity in children’s literacy achievements: A longitudinal perspective from kindergarten to school. First Language, 25(3), 259–289. https://doi.org/10.1177/0142723705050339.
Arizona State University. (2020). Netiquette for online students. https://asuonline.asu.edu/newsroom/online-learning-tips/netiquette-online-students/
Arra, C. T., & Aaron, P. G. (2001). Effects of psycholinguistic instruction on spelling performance. Psychology in the Schools, 38(4), 357–363. https://doi.org/10.1002/pits.1024.
Bahrick, H. P., Bahrick, L. E., Bahrick, A. S., & Bahrick, P. E. (1993). Maintenance of foreign language vocabulary and the spacing effect. Psychological Science, 4(5), 316–321. https://doi.org/10.1111/j.1467-9280.1993.tb00571.x.
Barker, O., & Puente, M. (2013). Does spelling still matter? https://www.usatoday.com/story/life/people/2013/08/05/does-spelling-still-count-jeopardy-thomas-hurley-boy/2619957/
BBC News (2008). Pupils “distressed over spelling.” http://news.bbc.co.uk/2/hi/uk_news/england/gloucestershire/7648274.stm
Bear, D. R., & Templeton, S. (1998). Explorations in developmental spelling: Foundations for learning and teaching phonics, spelling, and vocabulary (p. 21).
Benjamin, A. S., & Pashler, H. (2015). The value of standardized testing: A perspective from cognitive psychology. Policy Insights From the Behavioral and Brain Sciences, 2(1), 13–23. https://doi.org/10.1177/2372732215601116.
Berninger, V. W., Vaughan, K., Abbott, R. D., Begay, K., Coleman, K. B., Curtin, G., Hawkins, J. M., & Graham, S. (2002). Teaching spelling and composition alone and together: Implications for the simple view of writing. Journal of Educational Psychology, 94(2), 291–304. https://doi.org/10.1037/0022-0622.214.171.1241.
Beseler, D. (1953). An experiment in spelling using the corrected test method. Central Washington University https://digitalcommons.cwu.edu/etd/90.
Bestler, L. (2015). Netiquette at ISU. https://www.celt.iastate.edu/wp-content/uploads/2015/09/netiquetteatISU.pdf
Bjork, R. A. (1975). Retrieval as a memory modifier: An interpretation of negative recency and related phenomena. In R. L. Solso (Ed.), Information processing and cognition: The Loyola Symposium (pp. 123–144). Erlbaum.
Bjork, R. A., & Bjork, E. L. (1992). A new theory of disuse and an old theory of stimulus fluctuation. In Essays in honor of William K. Estes, Vol. 1: From learning theory to connectionist theory; Vol. 2: From learning processes to cognitive processes (pp. 35–67). Lawrence Erlbaum Associates, Inc.
Bosman, A. M. T., & Van Orden, G. C. (1997). Why spelling is more difficult than reading. In C. A. Perfetti, L. Rieben, & M. Fayol (Eds.), Learning to spell: Research, theory, and practice across languages (p. 173–194). Lawrence Erlbaum Associates Publishers.
Bowers, J. S. (2020). Reconsidering the evidence that systematic phonics is more effective than alternative methods of reading instruction. Educational Psychology Review, 1–25.
Bowers, J. S., & Bowers, P. N. (2017). Beyond phonics: The case for teaching children the logic of the english spelling system. Educational Psychologist, 52(2), 124–141. https://doi.org/10.1080/00461520.2017.1288571.
California Department of Education. (1998). Star State Summary Report. https://star.cde.ca.gov/star98/reports/00-00000-0000000.html
California Department of Education. (1999). Star State Summary Report. https://star.cde.ca.gov/star99/reports/19/English.html
California Department of Education. (2000). Star State Summary Report. https://star.cde.ca.gov/star2000f/reports/01.html
California Department of Education. (2001). Star State Summary Report. https://star.cde.ca.gov/star2001/report.asp?CDSCode=00000000000000000000&CL=1
California Department of Education. (2002). Star State Summary Report. https://web.archive.org/web/20180406175648/https://star.cde.ca.gov/star2002/report.asp?CDSCode=00000000000000000000&CL=1
Carlisle, J. F. (2010). Effects of instruction in morphological awareness on literacy achievement: An integrative review. Reading Research Quarterly, 45(4), 464–487. https://doi.org/10.1598/RRQ.45.4.5.
Carpenter, S. K. (2012). Testing enhances the transfer of learning. Current Directions in Psychological Science, 21(5), 279–283. https://doi.org/10.1177/0963721412452728.
Carpenter, S. K., Pashler, H., Wixted, J. T., & Vul, E. (2008). The effects of tests on learning and forgetting. Memory & Cognition, 36(2), 438–448.
Carreker, S. (2010). Memorization wrong path to proficiency in spelling [Editorial]. Houston Chronicle. https://www.chron.com/opinion/outlook/article/Memorization-wrong-path-to-proficiency-in-spelling-1707582.php
Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2006). Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychological Bulletin, 132(3), 354–380. https://doi.org/10.1037/0033-2909.132.3.354.
Cheek, L. (2016). Yes! We do teaching spelling! Oldham County Schools. https://web.archive.org/web/20160615160234/https://www.oldham.kyschools.us/buckner/images/stories/DocumentsForms/Newsletters/Spelling_Article_2011.pdf
Chomsky, C. (1971). Invented spelling in the open classroom. WORD, 27(1–3), 499–518. https://doi.org/10.1080/00437956.1971.11435643.
Christensen, D. S., & Rees, D. (2002). An analysis of the business communication skills needed by entry-level accountants. Mountain Plains Journal of Business and Economics, 3, 15.
Christine, R., & Hollingsworth, P. (1966). An experiment in spelling. Education, 86, 565–567.
Coffield, F., Moseley, D., Hall, E., & Ecclestone, K. (2004). Should we be using learning styles?: What research has to say to practice. National Centre for Vocational Education Research https://www.voced.edu.au/content/ngv:12401.
Cohen, L. A. (1969). Evaluating Structural Analysis Methods Used in Spelling Books. University Microfilms, A Xerox Company, 300 North Zeeb Rd.
Colvin, R. L. (1995). State report urges return to basics in teaching reading. Los Angeles Times. https://www.latimes.com/archives/la-xpm-1995-09-13-mn-45333-story.html
Connors, R. J., & Lunsford, A. A. (1988). Frequency of formal errors in current college writing, or Ma and Pa Kettle Do Research. College Composition and Communication, 39(4), 395–409. https://doi.org/10.2307/357695.
Consumer Reports (2012). How to not get phished. https://www.consumerreports.org/cro/2012/10/how-to-not-get-phished/index.htm
Constantinou, F., & Chambers, L. (2020). Non-standard English in UK students’ writing over time. Language and Education, 34(1), 22–35.
Constantinou, F., Chambers, L., Zanini, N., & Klir, N. (2020). A diachronic perspective on formality in students’ writing: Empirical findings from the UK. Language, Culture and Curriculum, 33(1), 66–83.
Cook, R. C. (1957). Evaluation of two methods of teaching spelling. The Elementary School Journal, 58(1), 21–27. https://doi.org/10.1086/459590.
Cooper, A. E., Diab, D. L., & Beeson, K. M. (2020). Why spelling errors matter: Online company reviews and organizational attraction. Corporate Reputation Review, 23(3), 160–169. https://doi.org/10.1057/s41299-019-00075-z.
Coote, E. (1596). The English Schoole-Maister: Teaching all his schollers, the order of distinct reading, and true writing our English tongue. Ralph Jackson & Robert Dexter.
Coughlan, S. (2011). Spelling mistakes “cost millions” in lost online sales—BBC News. BBC News. https://www.bbc.com/news/education-14130854
Cronnell, B., & Humes, A. (1980). Elementary spelling: What’s really taught. The Elementary School Journal, 81(1), 59–64. https://doi.org/10.1086/461208.
Cuevas, J. (2015). Is learning styles-based instruction effective? A comprehensive analysis of recent research on learning styles. Theory and Research in Education, 13(3), 308–333. https://doi.org/10.1177/1477878515606621.
Dekker, S., Lee, N. C., Howard-Jones, P., & Jolles, J. (2012). Neuromyths in Education: Prevalence and Predictors of Misconceptions among Teachers. Frontiers in Psychology, 3, 3. https://doi.org/10.3389/fpsyg.2012.00429.
Denn, R. (2019). In the era of spellcheck and auto-correct, does it matter that my son can’t spell? Washington Post. https://www.washingtonpost.com/lifestyle/2019/01/29/era-spellcheck-autocorrect-does-it-matter-that-my-son-cant-spell/
Department of Education. (2013). New grammar, punctuation and spelling test will raise children’s literacy standards. Gov.Uk. https://www.gov.uk/government/news/new-grammar-punctuation-and-spelling-test-will-raise-childrens-literacy-standards
Dewar, C. (2017). Changes to the teaching of spelling. Holme Community School. https://www.holmeschool.cumbria.sch.uk/news/detail/changes-to-the-teaching-of-spelling/
Drouin, M. A. (2011). College students’ text messaging, use of textese and literacy skills. Journal of Computer Assisted Learning, 27(1), 67–75. https://doi.org/10.1111/j.1365-2729.2010.00399.x.
Drouin, M., & Davis, C. (2009). R u txting? Is the use of text speak hurting your literacy? Journal of Literacy Research, 41(1), 46–67. https://doi.org/10.1080/10862960802695131.
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4–58. https://doi.org/10.1177/1529100612453266.
Dymock, S., & Nicholson, T. (2017). To what extent does children’s spelling improve as a result of learning words with the look, say, cover, write, check, fix strategy compared with phonological spelling strategies? Australian Journal of Learning Difficulties, 22(2), 171–187. https://doi.org/10.1080/19404158.2017.1398766.
Ebbinghaus, H. (1885). Über das Gedächtnis: Untersuchungen zur experimentellen Psychologie. Duncker & Humblot.
Edelsky, C. (1990). Whose agenda is this anyway? A response to McKenna, Robinson, and Miller. Educational Researcher, 19(8), 7–11. https://doi.org/10.3102/0013189X019008007.
Ehri, L. C. (1986). Sources of difficulty in learning to spell and read. Advances in Developmental and Behavioral Pediatrics, 7, 121–195.
Ehri, L. C. (1987). Learning to read and spell words. Journal of Reading Behavior, 19(1), 5–31. https://doi.org/10.1080/10862968709547585.
Ehri, L. C. (2003). Systematic phonics instruction: Findings of the National Reading Panel. https://eric.ed.gov/?id=ED479646
Ehri, L. C., Nunes, S. R., Willows, D. M., Schuster, B. V., Yaghoub-Zadeh, Z., & Shanahan, T. (2001). Phonemic awareness instruction helps children learn to read: Evidence from the national reading panel’s meta-analysis. Reading Research Quarterly, 36(3), 250–287. https://doi.org/10.1598/RRQ.36.3.2.
Epstein, D. (2006). Be polite, e-polite. Inside Higher Ed. https://www.insidehighered.com/news/2006/04/19/be-polite-e-polite
Everard, A., & Galletta, D. F. (2005). How presentation flaws affect perceived site quality, trust, and intention to purchase from an online store. Journal of Management Information Systems, 22(3), 56–95. https://doi.org/10.2753/MIS0742-1222220303.
Figueredo, L., & Varnhagen, C. K. (2005). Didn’t you run the spell checker? Effects of type of spelling error and use of a spell checker on perceptions of the author. Reading Psychology, 26(4–5), 441–458. https://doi.org/10.1080/02702710500400495.
Fitzgerald, J. A. (1951). The Teaching of spelling. Bruce Publishing Company.
Fitzgerald, J. A. (1953). The Teaching of spelling. Elementary English, 30(2), 79–85.
Fitzsimmons, R. J., & Loomer, B. M. (1977). Spelling research and practice. Iowa State Department of Public Instruction.
Flaherty, C. (2019). Professors offer advice on teaching students how to email them. Inside Higher Ed. https://www.insidehighered.com/news/2019/08/29/professors-offer-advice-teaching-students-how-email-them
Fletcher, J. M., Savage, R., & Vaughn, S. (2020). A Commentary on Bowers (2020) and the Role of Phonics Instruction in Reading. Educational Psychology Review, 1–26.
Fresch, M. J. (2007). Teachers’ concerns about spelling instruction: a national survey. Reading Psychology, 28(4), 301–330. https://doi.org/10.1080/02702710701545510.
Frith, U. (1978). Spelling difficulties. Journal of Child Psychology and Psychiatry, 19(3), 279–286. https://doi.org/10.1111/j.1469-7610.1978.tb00470.x.
Fry, L. (2015). Lee County Schools revamp spelling, writing courses. http://www.nbc-2.com/story/30013376/lee-county-schools-revamp-spelling-writing-courses#.Vf883vl5c3h
Galletta, D. F., Durcikova, A., Everard, A., & Jones, B. M. (2005). Does spell-checking software need a warning label? Communications of the ACM, 48(7), 82–86. https://doi.org/10.1145/1070838.1070841.
Galuschka, K., Görgen, R., Kalmar, J., Haberstroh, S., Schmalz, X., & Schulte-Körne, G. (2020). Effectiveness of spelling interventions for learners with dyslexia: a meta-analysis and systematic review. Educational Psychologist, 55(1), 1–20.
Gates, A. I. (1931). An experimental comparison of the study-test and test-study methods in spelling. Journal of Educational Psychology, 22(1), 1–19. https://doi.org/10.1037/h0075394.
Gates, A. I., & Chase, E. H. (1926). Methods and theories of learning to spell tested by studies of deaf children. Journal of Educational Psychology, 17(5), 289–300. https://doi.org/10.1037/h0068697.
Gentry, J. R. (1982). An analysis of developmental spelling in “GNYS AT WRK.”. The Reading Teacher, 36(2), 192–200.
Gentry, J. R. (2004). The science of spelling: The explicit specifics that make great readers and writers (1st Edition). Heinemann.
Gentry, J. R. (2007). Spelling connections: Research and stages of spelling development. Zaner-Bloser. http://bpsassets.weebly.com/uploads/9/9/3/2/9932784/gentry.pdf
Gentry, J. R. (2010). No spelling book in your child’s book bag spells trouble ahead!. Psychology Today. https://www.psychologytoday.com/blog/raising-readers-writers-and-spellers/201008/no-spelling-book-in-your-child-s-book-bag-spells
Gentry, J. R. (2011). A fad that fails our children: No more spelling tests! Psychology Today. https://www.psychologytoday.com/blog/raising-readers-writers-and-spellers/201103/fad-fails-our-children-no-more-spelling-tests
Gentry, J. R. (2013). New standards demand higher expectations for spelling. Psychology Today. http://www.psychologytoday.com/blog/raising-readers-writers-and-spellers/201302/new-standards-demand-higher-expectations-spelling
Gentry, J. R. (2017). Lousy spelling—Why americans can’t read or think well. Psychology Today. https://www.psychologytoday.com/blog/raising-readers-writers-and-spellers/201707/lousy-spelling-why-americans-can-t-read-or-think
Gentry, J. R., & Graham, S. (2010). Creating better readers and writers. Saperstein Associates. https://www.zaner-bloser.com/products/pdfs/Creating_Better_Readers_and_Writers_White_Paper.pdf
Gill, C. H., & Scharer, P. L. (1996). “Why do they get it on Friday and misspell it on Monday?” Teachers inquiring about their students as spellers. Language Arts, 73(2), 89–96.
Gilstrap, R. (1962). The development of independent spelling skills in the intermediate grades. Elementary English, 39(5), 481–485.
Glater, J. D. (2006). To: Professor@University.edu Subject: Why it’s all about me. The New York Times. https://www.nytimes.com/2006/02/21/education/to-professoruniversityedu-subject-why-its-all-about-me.html
Goodwin, A. P., & Ahn, S. (2013). A meta-analysis of morphological interventions in english: Effects on literacy outcomes for school-age children. Scientific Studies of Reading, 17(4), 257–285. https://doi.org/10.1080/10888438.2012.689791.
Graham, S. (1983). Effective spelling instruction. The Elementary School Journal, 83(5), 560–567. https://doi.org/10.1086/461334.
Graham, S. (1985). Evaluating spelling programs and materials. Teaching Exceptional Children, 17(4), 299–303. https://doi.org/10.1177/004005998501700410.
Graham, S. (1999). Handwriting and spelling instruction for students with learning disabilities: A review. Learning Disability Quarterly, 22(2), 78–98. https://doi.org/10.2307/1511268.
Graham, S. (2000). Should the natural learning approach replace spelling instruction? Journal of Educational Psychology, 92(2), 235–247.
Graham, S., & Harris, K. R. (2005). Improving the writing performance of young struggling writers: theoretical and programmatic research from the center on accelerating student learning. The Journal of Special Education, 39(1), 19–33. https://doi.org/10.1177/00224669050390010301.
Graham, S., Haynes, J. B., & DeLaPaz, S. (1996). Spelling checkers and students with learning disabilities: Performance comparisons and impact on spelling. The Journal of Special Education, 30(1), 35–57. https://doi.org/10.1177/002246699603000103.
Graham, S., Berninger, V. W., Abbott, R. D., Abbott, S. P., & Whitaker, D. (1997) Role of mechanics in composing of elementary school students: A new methodological approach. Journal of Educational Psychology 89 (1):170–182. https://doi.org/10.1037/0022-06126.96.36.199
Graham, S., Harris, K. R., & Chorzempa, B. F. (2002). Contribution of spelling instruction to the spelling, writing, and reading of poor spellers. Journal of Educational Psychology, 94(4), 669–686. https://doi.org/10.1037/0022-06188.8.131.529.
Graham, S., & Hebert, M. (2010). Writing to Read. http://dl.ueb.edu.vn/handle/1247/10013
Graham, S., Morphy, P., Harris, K. R., Fink-Chorzempa, B., Saddler, B., Moran, S., & Mason, L. (2008). Teaching spelling in the primary grades: a national survey of instructional practices and adaptations. American Educational Research Journal, 45(3), 796–825. https://doi.org/10.3102/0002831208319722.
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.
Graves, D. H. (1977). Research update: Spelling texts and structural analysis methods. Language Arts, 54(1), 6.
Greer, N., Teevan, J., & Iqbal, S. (2016). An introduction to technological support for writing. ACM Conference on Human Factors in Computing Systems, 12.
Hanna, P. R., Hanna, J. S., Hodges, R. E., & Rudorf, E. H. (1966). Phoneme-grapheme correspondences as cues to spelling improvement. U.S. Department of Health, Education, and Welfare. https://eric.ed.gov/?id=ED128835
Hanna, P. R., & Moore, J. T. (1953). Spelling-from spoken word to written symbol. The Elementary School Journal, 53(6), 329–337. https://doi.org/10.1086/458498.
Harris, K. R., Graham, S., Aitken, A. A., Barkel, A., Houston, J., & Ray, A. (2017). Teaching spelling, writing, and reading for writing: Powerful evidence-based practices. TEACHING Exceptional Children., 49(4), 262–272. https://doi.org/10.1177/0040059917697250.
Henderson, E. H. (1985). Teaching spelling. Houghton Mifflin.
Hilden, K., & Jones, J. (2012). Traditional spelling lists: Old habits are hard to break. Reading Today, 4.
Hillerich, R. L. (1982). That’s teaching spelling??? Educational Leadership, 4, 615–617.
Hodges, J. C. (1941). Harbrace handbook of English. Brace & Co: Harcourt.
Hodges, R. E. (1982). Research update: On the development of spelling ability. Language Arts, 59(3), 284–290.
Horn, E. (1919). Principles of method in teaching spelling as derived from scientific investigation. In The eighteenth yearbook of the national society for the study of education, part II: Fourth report of the committee on economy of time in education (pp. 52–77). Public School Publishing Company.
Horn, E. (1954). Teaching spelling: What research says, for the teacher. American Educational Research Association.
Horn, E., & Ashbaugh, E. J. (1920). Lippincott’s Horn-Ashbaugh speller for grades one to eight. Lippincott. http://www.gutenberg.org/etext/33826
Horn, T. D. (1947). The Effect of the Corrected Test on Learning to Spell. The Elementary School Journal, 47(5), 277–285. https://doi.org/10.1086/462325.
Jeong, A., Li, H., & Pan, A. J. (2017). A sequential analysis of responses in online debates to postings of students exhibiting high versus low grammar and spelling errors. Educational Technology Research and Development, 65(5), 1175–1194. https://doi.org/10.1007/s11423-016-9501-2.
Johnson, R. I. (1917). The persistency of error in English composition. School Review, 26.
Johnston, F. R. (2000). Exploring classroom teachers’ spelling practices and beliefs. Reading Research and Instruction, 40(2), 143–155. https://doi.org/10.1080/19388070109558339.
Jones, A. C., Wardlow, L., Pan, S. C., Zepeda, C., Heyman, G. D., Dunlosky, J., & Rickard, T. C. (2016). Beyond the rainbow: Retrieval practice leads to better spelling than does rainbow writing. Educational Psychology Review, 28(2), 385–400. https://doi.org/10.1007/s10648-015-9330-6.
Jonge, S. D., & Kemp, N. (2012). Text-message abbreviations and language skills in high school and university students. Journal of Research in Reading, 35(1), 49–68. https://doi.org/10.1111/j.1467-9817.2010.01466.x.
Joshi, R. M., Treiman, R., Carreker, S., & Moats, L. C. (2008). How Words Cast Their Spell. American Educator, 6–43.
Kellaway, L. (2014). Why typos and spelling mistakes don’t really matter. BBC News. https://www.bbc.com/news/business-29529578
Kemp, N. (2010). Texting versus txtng: Reading and writing text messages, and links with other linguistic skills. Writing Systems Research, 2(1), 53–71. https://doi.org/10.1093/wsr/wsq002.
Kemp, N., Wood, C., & Waldron, S. (2014). do i know its wrong: Children’s and adults’ use of unconventional grammar in text messaging. Reading and Writing, 27(9), 1585–1602. https://doi.org/10.1007/s11145-014-9508-1.
Kilzer, L. R. (1926). The test-study method versus the study-test method in teaching spelling. The School Review, 34(7), 521–525. https://doi.org/10.1086/438375.
Kirk, C., & Gillon, G. T. (2009). Integrated morphological awareness intervention as a tool for improving literacy. Language, Speech, and Hearing Services in Schools, 40(3), 341–351. https://doi.org/10.1044/0161-1461(2008/08-0009).
Klein, R. (2013). Professor Sugata Mitra on teaching spelling and grammar: Phones have made it unnecessary. Huffington Post. https://www.huffpost.com/entry/sugata-mitra-spelling_n_3708644
Koerner, B. (2012). Why spelling still matters in the digital age. Wired. https://www.wired.com/2012/01/st-essay-autocorrect-rebuttal/
Kornell, N., Hays, M. J., & Bjork, R. A. (2009). Unsuccessful retrieval attempts enhance subsequent learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 35(4), 989–998. https://doi.org/10.1037/a0015729.
Kornell, N., & Vaughn, K. E. (2016). How retrieval attempts affect learning: A review and synthesis. In B. H. Ross (Ed.), Psychology of Learning and Motivation (Vol. 65, pp. 183–215). Academic Press. https://doi.org/10.1016/bs.plm.2016.03.003.
Krashen, S. (2002). Whole language and the great plummet of 1987–92: An urban legend from California. Phi Delta Kappan, 83(10), 748–753. https://doi.org/10.1177/003172170208301008.
Kreiner, D. S., Schnakenberg, S. D., Green, A. G., Costello, M. J., & McClin, A. F. (2002). Effects of spelling errors on the perception of writers. The Journal of General Psychology, 129(1), 5–17. https://doi.org/10.1080/00221300209602029.
Lenhart, A., Arafeh, S., & Smith, A. (2008). Writing, technology and teens. In Pew Internet & American Life Project Available at: https://files.eric.ed.gov/fulltext/ED524313.pdf.
Leipzig, D. H. (2000). The knowledge base for word study: What teachers need to know. Scientific Studies of Reading, 11(2), 105–131.
Lin, P.-H., Liu, T.-C., & Paas, F. (2017). Effects of spell checkers on English as a second language students’ incidental spelling learning: A cognitive load perspective. Reading and Writing, 30(7), 1501–1525. https://doi.org/10.1007/s11145-017-9734-4.
Liu, Z. (2004). Perceptions of credibility of scholarly information on the web. Information Processing & Management, 40(6), 1027–1038. https://doi.org/10.1016/S0306-4573(03)00064-5.
Louis, R. N. (1950). A study of spelling growth in two different teaching procedures [Dissertation, Central Washington University].
Lunsford, A. A., & Lunsford, K. J. (2008). “Mistakes are a fact of life”: A national comparative study. College Composition and Communication, 59(4), 781–806.
MacArthur, C. A., Graham, S., Haynes, J. B., & DeLaPaz, S. (1996). Spelling checkers and students with learning disabilities: Performance comparisons and impact on spelling. The Journal of Special Education, 30(1), 35–57. https://doi.org/10.1177/002246699603000103.
Mann, H. (1839). Spelling. The Common School Journal, 1, 154–357.
Martin-Lacroux, C. (2017). “Without the spelling errors I would have shortlisted her…”: The impact of spelling errors on recruiters’ choice during the personnel selection process. International Journal of Selection and Assessment, 25(3), 276–283. https://doi.org/10.1111/ijsa.12179.
Martin-Lacroux, C., & Lacroux, A. (2017). Do employers forgive applicants’ bad spelling in résumés? Business and Professional Communication Quarterly, 80(3), 321–335. https://doi.org/10.1177/2329490616671310.
Mazzio, F. (1987). Spelling. English language arts concept paper. Oregon State Department of Education. https://eric.ed.gov/?id=ED284264
McNaughton, D., Hughes, C. A., & Clark, K. (1994). Spelling instruction for students with learning disabilities: Implications for research and practice. Learning Disability Quarterly, 17(3), 169–185. https://doi.org/10.2307/1511072.
McNeill, B., & Kirk, C. (2014). Theoretical beliefs and instructional practices used for teaching spelling in elementary classrooms. Reading and Writing, 27(3), 535–554. https://doi.org/10.1007/s11145-013-9457-0.
Mellon, E. (2009). Some schools ditch traditional spelling tests. Houston Chronicle. https://www.chron.com/news/houston-texas/article/Some-schools-ditch-traditional-spelling-tests-1729815.php
Mitton, R. (1987). Spelling checkers, spelling correctors and the misspellings of poor spellers. Information Processing & Management, 23(5), 495–505. https://doi.org/10.1016/0306-4573(87)90116-6.
Moats, L. C. (2005). How spelling supports reading. American Educator, 13(12-22), 43–43.
Montgomery, D. J., Karlan, G. R., & Coutinho, M. (2001). The effectiveness of word processor spell checker programs to produce target words for misspellings generated by students with learning disabilities. Journal of Special Education Technology, 16(2), 27–42. https://doi.org/10.1177/016264340101600202.
Morin, A. (2020). Creative ways to help your youngster practice spelling words. ThoughtCo. https://www.thoughtco.com/ways-to-practice-spelling-words-2086716
Morris, M. R., Counts, S., Roseway, A., Hoff, A., & Schwarz, J. (2012). Tweeting is believing?: Understanding microblog credibility perceptions. Proceedings of the ACM 2012 Conference on Computer Supported Cooperative Work - CSCW ’12, 441. https://doi.org/10.1145/2145204.2145274.
Mozafari, A., El-Alayli, A., Kunemund, A., & Fry, T. (2019). Impressions of businesses with language errors in print advertising: Do spelling and grammar influence the inclination to use a business? Current Psychology, 38(6), 1721–1727. https://doi.org/10.1007/s12144-017-9735-0.
Murray, D. (2015). Teachers use new methods to teach the old subject of spelling. Oakland Press. https://www.theoaklandpress.com/news/teachers-use-new-methods-to-teach-the-old-subject-of-spelling/article_eccceda4-e9a9-5982-8004-513c9d7e35a6.html
National Commission on Writing. (2004). Writing: A powerful message from state government. https://archive.nwp.org/cs/public/print/resource/2541
National Commission on Writing. (2005). Writing: a ticket to work. . . or a ticket out. https://archive.nwp.org/cs/public/print/resource/2540
Numeracy Ninjas. (2015). What is Numeracy Ninjas? Numeracy Ninjas. https://www.numeracyninjas.org/?page_id=161
O’Connor, R. E., & Padeliadu, S. (2000). Blending versus whole word approaches in first grade remedial reading: Short-term and delayed effects on reading and spelling words. Reading and Writing, 13(1), 159–182. https://doi.org/10.1023/A:1008134818771.
Oelke, D., Spretke, D., Stoffel, A., & Keim, D. A. (2012). Visual readability analysis: How to make your writings easier to read. IEEE Transactions on Visualization and Computer Graphics, 18(5), 662–674. https://doi.org/10.1109/TVCG.2011.266.
Oregon Institute of Technology. (2018). Netiquette. http://www.oit.edu/online/about/netiquette
Ouellette, G., Sénéchal, M., & Haley, A. (2013). Guiding children’s invented spellings: a gateway into literacy learning. The Journal of Experimental Education, 81(2), 261–279. https://doi.org/10.1080/00220973.2012.699903.
Pan, S. C., & Sana, F. (2021). Pretesting versus posttesting: Comparing the pedagogical benefits of errorful generation and retrieval practice. Journal of Experimental Psychology: Applied. https://doi.org/10.1037/xap0000345.
Pan, S. C., & Agarwal, P. K. (2018). Retrieval practice and transfer of learning: Fostering students’ application of knowledge. http://pdf.retrievalpractice.org/TransferGuide.pdf
Pan, S. C., Cooke, J., Little, J. L., McDaniel, M. A., Foster, E. R., Connor, L. T., & Rickard, T. C. (2019a). Online and clicker quizzing on jargon terms enhances definition-focused but not conceptually focused biology exam performance. CBE—Life Sciences Education, 18(4), ar54.
Pan, S. C., Lovelett, J., Stoeckenius, D., & Rickard, T. C. (2019b). Conditions of highly specific learning through cued recall. Psychonomic Bulletin & Review, 26(2), 634–640. https://doi.org/10.3758/s13423-019-01593-x.
Pan, S. C., Hutter, S., D’Andrea, D., Unwalla, D., & Rickard, T. C. (2019). In search of transfer following cued recall practice: The case of biology concepts. Applied Cognitive Psychology 33(4), 629–645. https://doi.org/10.1002/acp.3506.
Pan, S. C., & Rickard, T. C. (2018). Transfer of test-enhanced learning: Meta-analytic review and synthesis. Psychological Bulletin, 144(7), 710–756. https://doi.org/10.1037/bul0000151.
Pan, S. C., Rubin, B. R., & Rickard, T. C. (2015). Does testing with feedback improve adult spelling skills relative to copying and reading? Journal of Experimental Psychology: Applied, 21(4), 356–369. https://doi.org/10.1037/xap0000062.
Pan, S. C., Sana, F., Schmitt, A. G., & Bjork, E. L. (2020). Pretesting reduces mind wandering and enhances learning during online lectures. Journal of Applied Research in Memory and Cognition, 9(4), 542–554.
Pashler, H., Bain, P. M., Bottge, B. A., Graesser, A., Koedinger, K., McDaniel, M., & Metcalfe, J. (2007). Organizing instruction and study to improve student learning. IES Practice Guide. NCER 2007-2004. National Center for Education Research. https://eric.ed.gov/?id=ED498555
Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9(3), 105–119. https://doi.org/10.1111/j.1539-6053.2009.01038.x.
Petersen, P. (2010). Letters to the editor. Houston Chronicle. https://www.chron.com/opinion/outlook/article/Letters-to-the-editor-1620532.php
Plester, B., Wood, C., & Joshi, P. (2009). Exploring the relationship between children’s knowledge of text message abbreviations and school literacy outcomes. British Journal of Developmental Psychology, 27(1), 145–161. https://doi.org/10.1348/026151008X320507.
Puranik, C. S., & AlOtaiba, S. (2012). Examining the contribution of handwriting and spelling to written expression in kindergarten children. Reading and Writing, 25(7), 1523–1546. https://doi.org/10.1007/s11145-011-9331-x.
Putman, R. (2017). Using research to make informed decisions about the spelling curriculum. Texas Journal of Literacy Education, 5(1), 24–32.
Rankin, J. L., Bruning, R. H., Timme, V. L., & Katkanant, C. (1993). Is writing affected by spelling performance and beliefs about spelling? Applied Cognitive Psychology, 7(2), 155–169. https://doi.org/10.1002/acp.2350070207.
Rayner, K., Foorman, B. R., Perfetti, C. A., Pesetsky, D., & Seidenberg, M. S. (2001). How psychological science informs the teaching of reading. Psychological Science in the Public Interest, 2(2), 31–74. https://doi.org/10.1111/1529-1006.00004.
Read, C. (1971). Pre-school children’s knowledge of English phonology. Harvard Educational Review, 41(1), 1–34.
Reed, D. K. (2012). Why teach spelling? Center on Instruction. https://eric.ed.gov/?id=ED531869
Rice, J. M. (1897). Futility of the spelling grind. Forum, 23(163–172), 409–419.
Rieben, L., Ntamakiliro, L., Gonthier, B., & Fayol, M. (2005). Effects of various early writing practices on reading and spelling. Scientific Studies of Reading, 9(2), 145–166. https://doi.org/10.1207/s1532799xssr0902_3.
Roediger, H. L., & Butler, A. C. (2011). The critical role of retrieval practice in long-term retention. Trends in Cognitive Sciences, 15(1), 20–27. https://doi.org/10.1016/j.tics.2010.09.003.
Roediger, H. L., & Karpicke, J. D. (2006a). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17(3), 249–255.
Roediger, H. L., & Karpicke, J. D. (2006b). The power of testing memory: Basic research and implications for educational practice. Perspectives on Psychological Science, 1(3), 181–210. https://doi.org/10.1111/j.1745-6916.2006.00012.x.
Rohrer, D. (2015). Student instruction should be distributed over long time periods. Educational Psychology Review, 27(4), 635–643. https://doi.org/10.1007/s10648-015-9332-4.
Rosen, L. D., Chang, J., Erwin, L., Carrier, L. M., & Cheever, N. A. (2010). The relationship between “textisms” and formal and informal writing among young adults. Communication Research, 37(3), 420–440. https://doi.org/10.1177/0093650210362465.
Rowland, C. A. (2014). The effect of testing versus restudy on retention: a meta-analytic review of the testing effect. Psychological Bulletin, 140(6), 1432–1463. https://doi.org/10.1037/a0037559.
Ruan, J., & Griffith, P. (2007). Ernest Horn (1882-1967): A pioneer in spelling research and instruction. In S. E. Israel & E. J. Monaghan (Eds.), Shaping the reading field: The impact of early reading pioneers, scientific research, and progressive ideas (pp. 281–306).
Schlagal, B. (2001). Traditional, developmental, and structured language approaches to spelling: Review and recommendations. Annals of Dyslexia, 51(1), 147–176. https://doi.org/10.1007/s11881-001-0009-y.
Schlagal, B. (2002). Classroom spelling instruction: History, research, and practice. Reading Research and Instruction, 42(1), 44–57. https://doi.org/10.1080/19388070209558380.
Schlagal, R. C., & Schlagal, J. H. (1992). The integral character of spelling: Teaching strategies for multiple purposes. Language Arts, 69(6), 418–424.
Schoephoerster, H. (1962). Research into variations of the test-study plan of teaching spelling. Elementary English, 39(5), 460–462.
Shalash, S. (2011). Education trends: The end of the weekly spelling test. Daily Press. https://www.dailypress.com/news/education/dp-xpm-20111114-2011-11-14-dp-nws-spelling-tests-banned-20111114-story.html
Shankweiler, D., & Lundquist, E. (1992). On the relations between learning to spell and learning to read. In R. Frost & L. Katz (Eds.), Advances in Psychology (Vol. 94, pp. 179–192). North-Holland. https://doi.org/10.1016/S0166-4115(08)62795-8.
Shaw, D. M., Carlson, C., & Waxman, M. (2007). An exploratory investigation into the relationship between text messaging and spelling. New England Reading Association Journal, 43(1), 57–62.
Sherwin, J. S. (1969). Four problems in teaching English: A critique of research. National Council of Teachers of English.
Simonsen, F., & Gunter, L. (2001). Best practices in spelling instruction: a research summary. Journal of Direct Instruction, 9, 97–105.
Spellbound: There’s no substitute for weekly spelling tests [Editorial] (2009). Houston Chronicle. https://www.chron.com/opinion/editorials/article/Spellbound-There-s-no-substitute-for-weekly-1749986.php
Stewart, W. (2013). Spelling? My phone takes care of that. Times Educational Supplement. https://www.tes.com/news/spelling-my-phone-takes-care
Stiff, C. (2012). Watch what you write: How errors in feedback influence consumer attitudes and behavior. Journal of Internet Commerce, 11(1), 41–67. https://doi.org/10.1080/15332861.2012.650988.
Sultan, A. (2010). Districts make a mistake in dropping spelling tests. St. Louis Post-Dispatch. https://www.stltoday.com/lifestyles/relationships-and-special-occasions/parenting/aisha-sultan/article_6ca19928-0feb-5253-b27d-8760d035139c.html
Sussman, G. L. (1998). The effects of phonologically constructed spelling on first graders’ literacy development [Dissertation, Fordham University].
Tagliamonte, S. A., & Denis, D. (2008). Linguistic ruin? LOL! Instant messaging and teen language. American Speech, 83(1), 3–34. https://doi.org/10.1215/00031283-2008-001.
Townsend, A. (1947). An investigation of certain relationships of spelling with reading and academic aptitude. The Journal of Educational Research, 40(6), 465–471. https://doi.org/10.1080/00220671.1947.10881537.
Treiman, R. (2018). Teaching and learning spelling. Child Development Perspectives, 12(4), 235–239. https://doi.org/10.1111/cdep.12292.
Treiman, R., & Kessler, B. (2003). The role of letter names in the acquisition of literacy. In Advances in child development and behavior (Vol. 31, pp. 105–135). Academic Press.
Treiman, R., & Kessler, B. (2014). How children learn to write words. Oxford University Press.
Trubek, A. (2012). Proper spelling? Its tyme to let luce! Wired. https://www.wired.com/2012/01/st-essay-autocorrect/
Vangelova, L. (2015). How spelling keeps kids from learning. The Atlantic. https://www.theatlantic.com/education/archive/2015/02/how-the-english-language-is-holding-kids-back/385291/
Varnhagen, C. K. (2000). Shoot the messenger and disregard the message? Children’s attitudes toward spelling. Reading Psychology, 21(2), 115–128. https://doi.org/10.1080/02702710050084446.
Venesky, R. (1980). From Webster to Rice to Roosevelt: The formative years for spelling instruction and spelling reform in the U.S.A. In U. Frith (Ed.), Cognitive processes in spelling (pp. 9–32). Academic Press.
Wallace, R. (2006). Characteristics of effective spelling instruction. Reading Horizons: A Journal of Literacy and Language Arts, 46(4) https://scholarworks.wmich.edu/reading_horizons/vol46/iss4/3.
Webster, N. (1783). A grammatical institute of the English language, part I. Harfrod, Hudson, and Goodwin. http://archive.org/details/agrammaticalins00websgoog
Westerman, G. S. (1971). Spelling & writing. Dimensions Publishing.
Westwood, P. (2014). Teaching spelling: Exploring commonsense strategies and best practices. Routledge.
Willingham, D. T., Hughes, E. M., & Dobolyi, D. G. (2015). The scientific status of learning styles theories. Teaching of Psychology, 42(3), 266–271. https://doi.org/10.1177/0098628315589505.
Woo, E. (1997). How our kidz spel: What’s the big deel? Los Angeles Times. https://www.latimes.com/archives/la-xpm-1997-05-29-mn-63715-story.html
Zesiger, P., & de Partz, M. (1997). The cognitive neuropsychology of spelling. In C. A. Perfetti, L. Rieben, & M. Fayol (Eds.), Learning to spell: Research, theory, and practice across languages (pp. 55–74). Lawrence Erlbaum Associates Publishers. https://doi.org/10.4324/9781410604583-9.
Ziegler, J. C., Stone, G. O., & Jacobs, A. M. (1997). What is the pronunciation for -ough and the spelling for /u/? A database for computing feedforward and feedback consistency in English. Behavior Research Methods, Instruments, & Computers, 29(4), 600–618. https://doi.org/10.3758/BF03210615.
Zutell, J. (1978). Some psycholinguistic perspectives on children’s spelling. Language Arts, 55(7), 844–850.