This new edition of the much-loved Handbook of Early Childhood Literacy has been revised and updated to retain its cutting-edge focus on emergent and important areas of research. This comprehensive and ground-breaking work guides the reader through current social, cultural and historical analysis on a global scale. The new edition contains a greater range of methodologies, and chapters on: - Space and literacy - Disabilities and early childhood literacy - Digital literacies - Indigenous literacy - Play and literacy - Policy In the Handbook, readers will find coverage of all the key topics in early childhood literacy, including perspectives; literacy in families, communities and cultures; making meaning; literacy in preschool settings and schools, and various research methodologies. The exceptional list of contributors offers in-depth expertise in their respective areas of knowledge. This Handbook is essential for BA QTS students; MEd in Literacy students; PhD students; undergraduate, postgraduate and CPD students; researchers, and literacy-centre personnel. Anyone involved in Early Years education and teaching reading and writing will find it illuminating.
Chapter 26: The Development of Spelling
The Development of Spelling
In The Barnhart Dictionary of Etymology (Barnhart, 1988), the verb to spell is defined first as to ‘name the letters of.’ Along with the related noun form, spell, meaning ‘words supposed to have magical powers, incantation, charm,’ to spell is related to an older root, ‘… in part probably developed from Old English spellian to tell, declare, relate, speak,’ (1988: 1044) and occurs in compound form in Gospel, the good story of Christ's life on earth. Spelling is clearly an important aspect of effective written communication, of our ability to tell our stories well. (Ironically, given the definition of the noun form, English spelling often also has the reputation of being mysterious and/or mystifying. Good ...