Task B: Literature Review Signature Assignment (50 points)
Candidates will follow these steps: (a) identify a topic related to written language development
(e.g. vocabulary knowledge, spelling, oral language, writing development in bilingual or
multilingual learners), (b) present a clear statement of the issue/topic, and (c) describe the
history of the issue (e.g. documentation of the issue over time, varying perspectives regarding
issue over time, patterns of research findings). The analysis should also include attention to the
development of written language with diverse students (e.g. bilingual or multilingual learners,
advanced learners, students with reading difficulties). The results of this analysis will be
compiled in a 12–page paper (12 pages of text not including title page and/or reference page).
Please use 12 point, Times New Roman font, double spaced on all assignments. You should
have a minimum of 10 scholarly articles and/or books to support your claims.
Tips to improve your grade: 1) Use APA style subheadings throughout your paper; 2) Do not
use contractions (e.g. don’t) in professional writing; 3) paraphrase rather than directly quoting
and then use in–text citations.
Cunningham, A. E., & Stanovich, K. E. (1990). Early spelling acquisition: Writing beats the computer. Journal of Educational Psychology, 82(1), 159–162. https://doi.org/10.1037/0022-0663.82.1.159
Dich, N., & Cohn, A. C. (2013). A review of spelling acquisition: Spelling Development as a source of evidence for the psychological reality of the phoneme. Lingua, 133, 213–229. https://doi.org/10.1016/j.lingua.2013.04.010
Gutiérrez-Palma, N., Valencia Naranjo, N., Justicia-Galiano, M. J., & Carpio Fernández, M. de. (2019). Beyond Phonological Awareness: Stress Awareness and learning word spelling. Learning and Individual Differences, 74, 101755. https://doi.org/10.1016/j.lindif.2019.101755
Hannam, R., Fraser, H., & Byrne, B. (2006). The sbelling of sdops: Preliterate children’s spelling of stops after /s/. Reading and Writing, 20(4), 399–412. https://doi.org/10.1007/s11145-006-9038-6
Juhani Lyytinen, H., Semrud-Clikeman, M., Li, H., Pugh, K., & Richardson, U. (2021). Supporting acquisition of spelling skills in different orthographies using an empirically validated Digital Learning Environment. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.566220
Landerl, K., & Wimmer, H. (2008). Development of word reading fluency and spelling in a consistent orthography: An 8-year follow-up. Journal of Educational Psychology, 100(1), 150–161. https://doi.org/10.1037/0022-0663.100.1.150
Treiman, R. (2018). Statistical learning and spelling. Language, Speech, and Hearing Services in Schools, 49(3S), 644–652. https://doi.org/10.1044/2018_lshss-stlt1-17-0122
Van Reybroeck, M. (2020). Grammatical spelling and written syntactic awareness in children with and without dyslexia. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.01524
Weiser, B., & Mathes, P. (2011). Using encoding instruction to improve the reading and spelling performances of elementary students at risk for literacy difficulties. Review of Educational Research, 81(2), 170–200. https://doi.org/10.3102/0034654310396719
Zaretsky, E. (2020). English spelling acquisition by English language learners from Spanish-speaking background: The role of cognitive and linguistic resources and L1 reading status. Cognitive Development, 55, 100918. https://doi.org/10.1016/j.cogdev.2020.100918
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