Early spelling acquisition: Writing beats the computer.
Abstract
Previous research has demonstrated the superiority of a Simultaneous Oral Spelling method for young children beginning to learn to spell words. In this technique, children learn words by repeating a word spoken and written for them, writing the word while pronouncing the name of each letter, and then repeating the whole word again. In two experiments, we manipulated the motoric element of this training
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Handwriting training improves spelling accuracy.
“handwriting training has not only been found to improve spelling accuracy (Cunningham and Stanovich, 1990) and better memory and recall (Longcamp et al., 2006; Smoker et al., 2009; Mueller and Oppenheimer, 2014), but also to facilitate letter recognition and understanding (Longcamp et al., 2005, 2008; Li and James, 2016).”
From Handwriting but not typewriting leads to widespread brain connectivity: a high-density EEG study with implications for the classroom (2024) · cites this paper as Cunningham and Stanovich, 1990
Using a keyboard is now often recommended for young children as it is less demanding and frustrating, allowing them to express themselves in written form earlier.
“Using a keyboard is now often recommended for young children as it is less demanding and frustrating (Cunningham and Stanovich, 1990; Fears and Lockman, 2018), allowing them to express themselves in written form earlier (Hultin and Westman, 2013).”
From Handwriting but not typewriting leads to widespread brain connectivity: a high-density EEG study with implications for the classroom (2024) · cites this paper as Cunningham and Stanovich, 1990
Cited by
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Phonological recoding and self-teaching: sine qua non of reading acquisition
Share, D. L. (1995) · Cognition · doi:10.1016/0010-0277(94)00645-2 · Cited by 2,352 · see citing works
Phonological recoding and orthographic learning: a direct test of the self-teaching hypothesis
Share, D. L. (1999) · Journal of Experimental Child Psychology · doi:10.1006/jecp.1998.2481 · Cited by 742 · see citing works
Longcamp, M., Zerbato-Poudou, M.-T., & Velay, J.-L. (2005) · Acta Psychologica · doi:10.1016/j.actpsy.2004.10.019 · Cited by 434 · see citing works
Kiefer, M., Schuler, S., Mayer, C., Trumpp, N. M., Hille, K., & Sachse, S. (2015) · Advances in Cognitive Psychology · doi:10.5709/acp-0178-7 · Cited by 145 · see citing works
Ose Askvik, E., van der Weel, F. R. (., & van der Meer, A. L. H. (2020) · Frontiers in Psychology · doi:10.3389/fpsyg.2020.01810 · Cited by 86 · see citing works
Van der Weel, F. R. (., & Van der Meer, A. L. H. (2024) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1219945 · Cited by 85 · see citing works
“Using a keyboard is now often recommended for young children as it is less demanding and frustrating (Cunningham and Stanovich, 1990; Fears and Lockman, 2018), allowing them to express themselves in written form earlier (Hultin and Westman, 2013).”
BackgroundInfluentialMayer, C., Wallner, S., Budde-Spengler, N., Braunert, S., Arndt, P. A., & Kiefer, M. (2020) · Frontiers in Psychology · doi:10.3389/fpsyg.2019.03054 · Cited by 74 · see citing works
- Authors
- Cunningham, A. E., & Stanovich, K. E.
- Affiliations
- University of California, Berkeley (US)
- ORCID
- Stanovich, Keith E.
- Venue
- Journal of Educational Psychology
- Published
- 1990-03
- Volume
- 82
- Issue
- 1
- Pages
- 159-162
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W1982078147
- Cited by
- 124
- References
- 0
- Citations by year
- 2026: 2 · 2025: 5 · 2024: 6 · 2023: 2 · 2022: 7 · 2021: 7 · 2020: 4 · 2019: 4 · 2018: 7 · 2017: 10 · 2016: 4 · 2015: 5 · 2014: 4 · 2013: 1 · 2012: 3
- FWCI
- 2.80
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Educational Psychology (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Education › Writing and Handwriting Education
- Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
- Keywords
- spelling acquisition, letter naming, young children
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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