Introducing and Investigating a New Micro-strategy for Teaching Spelling Patterns: Active Mental Photography

Allwright, R. L. (1993). Integrating “research” and “pedagogy”: Appropriate criteria and practical problems. In J. Edge, & K. Richards (Eds.), Teachers develop teachers’ research (pp. 125-135). London: Heinemann.

Anderson, R. C., Hiebert, E. H., Scott, J., & Wilkinson. (1985). Becoming a nation of readers. Washington, DC: National Institute of Education.

Basner, I. (2014). Research paper on spelling strategies. SPELD NSW.

Beringer, V., Abbott, R., Rogan, L., Reed, E., Abbot, P., Brooks, A., Vaughan, K., & Graham, S. (1998). Teaching spelling to children with specific learning disabilities: The mind's ear and eye beat the computer or pencil, Arizona State University, 21(2), 106-121.

Bosman, A. M. T., & De Groot, A. M. B. (1989). Sentential priming of semantic information in good and poor young readers and in adults. Perceptual and Motor Skills, 68(2), 343-353.

Butyniec-Thomas, J., & Woloshyn, V. E. (1997). The effect of explicit strategy and whole language instruction on students aspelling ability. The Journal of Experimental Education, 65(4), 293-302.

Caravolas, M. (2004). Spelling development in alphabetic writing system: A Cross-lingual perspective. European Psychologist, 9(1), 3-14.

Caravolas, M., Hulme, C., & Snowling, M. J. (2001). The foundations of spelling ability: Evidence from a 3-year longitudinal study. Journal of memory and language, 45(4), 751-774.

Center, K. C. D., & Council, A. (2005). 2014 KIDS COUNT Data Book.

Cohen, A. D. M. (2007). Language learner strategies: Thirty years of research and practice (No. Sirsi) i9780194422543).

Duckworth, A., Kirby, T., Tsukayama, E., Berstein, H., & Ericsson, K.A. (2011). Deliberate practice spells success: Why Grittier competitors triumph at the national spelling bee. Social Psychology and Personality Science, 2(2), 174-181.

Dehaene, S., & Cohen, L. (2011). The unique role of the visual word form area in reading. Trends in cognitive sciences, 15(6), 254-262.

Ehri, L. C. (1989). The development of spelling knowledge and its role in reading acquisition and reading disability. Journal of learning disabilities, 22(6), 356-365.

Fischer, F. W., Shankweiler, D., & Liberman, I. Y. (1985). Spelling proficiency and sensitivity to word structure. Journal of memory and language, 24(4), 423-441.

Foorman, B. R., Francis, D. J., Fletcher, J. M., Schatschneider, C., & Mehta, P. (1998). The role of instruction in learning to read: Preventing reading failure in at-risk children. Journal of Educational Psychology, 90(1), 37.

Fresch, M. J. (2003). A national survey of spelling instruction: Investigating teachers' beliefs and practice. Journal of Literacy Research, 35(3), 819-848.

Frith, U. (1980). Unexpected spelling problems. Toim. U. Frith. Cognitive processes in spelling.

Gentry, R. (2003). Spelling connections 2004: Grade 8. Zaner-Bloser.

Gentry, J. R. (1982). An analysis of developmental spelling in" GNYS AT WRK". The reading teacher, 36(2), 192-200.

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.

Henderson, E. H. (1990). Teaching spelling. Houghton Mifflin College Division.

Holmes, V. M., & Malone, N. (2004). Adult spelling strategies. Reading and Writing, 17(6), 537-566.

Juul, H., & Sigurdsson, B. (2005). Orthography as a handicap? A direct comparison of spelling acquisition in Danish and Icelandic. Scandinavian Journal of Psychology, 46(3), 263-272.

Kernaghan, K., & Woloshyn, V. E. (1995). Providing grade one students with multiple spelling strategies: Comparisons between strategy instruction, strategy instruction with metacognitive information, and traditional language arts. Applied cognitive psychology, 9(2), 157-166.

Lensk, S., & Verbruggen, F (2010). Writing instructions and assessments for English language learners K-8. New York, NY: Guilford Press.

Leong, C. K., & Joshi, R. M. (Eds.). (1997). Cross-language studies of learning to read and spell: Phonologic and orthographic processing (Vol. 87). Springer Science & Business Media.

Liberman, I. Y., Shankweiler, D., & Liberman, A. M. (1990). The alphabetic principle and learning to read. Haskins Laboratories Status Report on Speech Research, SR-101 /102, 1-13.

O’Conner, R. E., & Padeliadu, S. (2000). Blending versus whole word approaches in first grade remedial reading. Reading and Writing, 13, 159-182.

Pollo, T. C., Kessler, B., & Treiman, R. (2009). Statistical patterns in children’s early writing. Journal of experimental child psychology, 104(4), 410-426.

Rubin, J. (1975). What the" good language learner" can teach us. TESOL quarterly, 41-51.

Rubin, J., Chamot, A. U., Harris, V., & Anderson, N. J. (2007). Intervening in the use of strategies. Language learner strategies, 30, 29-45.

Steffler, D. J., Varnhagen, C. K., Friesen, C. K., & Treiman, R. (1998). There's more to children's spelling than the errors they make: Strategic and automatic processes for one-syllable words. Journal of Educational Psychology, 90(3), 492.

Templeton, S. (1986). Synthesis of research on the learning and teaching of spelling. Educational Leadership, 43(6), 73-78.

Templeton, S. (1991). Teaching and learning the English spelling system: Reconceptualizing method and purpose. The Elementary School Journal, 92(2), 185-201.

Templeton, S. (1991). Teaching the Integrated Language Arts. Houghton Mifflin Company, Order Dept., Wayside Rd., Burlington, MA 01803.

Templeton, S., & Morris, D. (1999). Questions teachers ask about spelling. Reading Research Quarterly, 34(1), 102-112.

Treiman, R., Kessler, B., Pollo, T. C., Byrne, B., & Olson, R. K. (2016). Measures of kindergarten spelling and their relations to later spelling performance. Scientific Studies of Reading, 20(5), 349-362.

Treiman, R., & Bourassa, D. C. (2000). The development of spelling skill. Topics in language disorders, 20(3), 1-18.

Van Daal, V. H., & Reitsma, P. (1993). The use of speech feedback by normal and disabled readers in computer-based reading practice. Reading and Writing, 5(3), 243-259.

Ziegler, J. C., & Goswami, U. (2006). Becoming literate in different languages: similar problems, different solutions. Developmental science, 9(5), 429-436.

Port, R. (2007). How are words stored in memory? Beyond phones and phonemes. New Ideas in Psychology 25, 143-170