- F. W. Warburton and Vera Southgate, i.t.a.: An Independent Evaluation (London: John Murray and W. & R. Chambers, 1969), p. 146.
- Maria Montessori, The Montessori Method (Cambridge, Mass.: Robert Bentley, 1967), p. 282 ff.
- Charles Read, Children's Perceptions of the Sounds of English: Phonology from Three to Six (Ph.D. diss., Harvard Univ., 1970).
- Read, pp. 156–158.
- This account first appeared in my “Write Now, Read Later,” in Language in Early Childhood Education, ed. Courtney B. Cazden (Washington, D.C.: National Association for the Education of Young Children, 1972), pp. 119–126.
- For a description of a child's spontaneous beginnings of spelling at home, see my “Write First, Read Later,” Childhood Education, XLVII, 6 (March, 1971), 296–299.
- This is questionable procedure, but he was unable to proceed. It was, after all, his first try. He should have done the pronouncing himself, and later on, with more experience, he ought to be able to do so.
- Most examples presented here are taken from Read, pp. 164–173; some are from my own observations. For a condensed and less technical presentation of this material, see Charles Read, “Pre-School Children's Knowledge of English Phonology,” Harvard Educational Review, XLI (1971), 1–34.
- Read, Children's Perceptions, p. 184. Short quotations from Read are included in the text, as here. Longer passages are reproduced in Appendix 2. They transmit the flavor of the spelling activity very well and may be useful for some readers.
- See p. 507.
- Read, Children's Perceptions, p. 174.
- Ibid., p. 185.
- Ibid., p. 159. I deal with the inapplicability of the term habit later.
- Ibid., p. 185.
- Jean Piaget, “Some Aspects of Operations,” in Play and Development, ed. M. Piers (New York: W. W. Norton, 1972), p. 27.
- Read, Children's Perceptions, p. 184.
- Ibid., pp. 184–185.
- Ibid., p. 189.
WORD
Volume 27, 1971 - Issue 1-3: Child Language--1975