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| Metacognitive Responses of an Intermediate Speller While Performing Three Literacy Tasks | ||
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| Brenda
L. Sabey Western Kentucky University |
This
case study explored verbal reflections of a competent fifth-grade
speller as he performed word sorts, spelling lists, and creative writing
activities. The student was asked to “think aloud” as he completed
the three literacy activities, which represented three levels of applying
orthographic knowledge. Videotapes, transcriptions, field notes, written
work, and teacher interviews suggested eight categories of responses.
The responses revealed two conclusions: (a) the accuracy or inaccuracy of the participant’s statements were related to his level of spelling development, and (b) each literacy task appeared to have a predominant category of responses. These findings support previous research regarding the developmental acquisition of spelling knowledge and instruction at appropriate developmental levels. |
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| JLR v. 31 no. 4 1999 pp. 415–455 |
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