Cited by 259Reading and Literacy DevelopmentWriting and Handwriting EducationLanguage Development and Disorders

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How Children Learn to Write Words

Treiman, Rebecca, Kessler, Brett·2014·Oxford University Press eBooks

DOI 10.1093/acprof:oso/9780199907977.001.0001

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Abstract

Mastering the writing system of one’s language is crucial for success in a modern society. This book examines how children learn to produce writing. The book provides a novel theoretical framework that integrates findings from a wide range of age groups—from children who are producing their first scribbles to experienced spellers who are writing complex words. To set the stage for these discussions, the first section of the book considers the nature of writing systems and the nature of learning itself. Existing theories of spelling acquisition are also discussed. The following chapters take up various aspects of orthographic development, including the learning of symbol shapes and the learning of punctuation in addition to the learning of spelling per se. Each chapter reviews research with learners of a variety of languages and writing systems, revealing crosslinguistic similarities and differences. Discussions of pedagogy are incorporated into each chapter. The book is unique in the range of topics and languages that it covers. Also unique is the way in which the book integrates linguistic insights about the nature of writing systems with discussions of literacy development in children.

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Authors: Treiman, R., & Kessler, B.
Venue: Oxford University Press eBooks
Publisher: Oxford University Press
Published: 2014-05-07
DOI: 10.1093/acprof:oso/9780199907977.001.0001
OpenAlex: W336531777
Cited by: 259
References: 0
Citations by year: 2026: 35 · 2025: 19 · 2024: 20 · 2023: 8 · 2022: 62 · 2021: 15 · 2020: 21 · 2019: 15 · 2018: 22 · 2017: 19 · 2016: 13 · 2015: 9
FWCI: 8.06
Type: book
Language: en
Open access: closed
Locations: Oxford University Press eBooks (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, spelling development, writing systems, children's writing, literacy development, cross-linguistic comparison, writing instruction, scribbling

About these checks

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.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

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Data sources

Bibliographic data: Semantic Scholar, OpenAlex, Crossref.

Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).

Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.

How Children Learn to Write Words

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