"Read, C, 1986. Children's creative spelling. London: Routledge &
Kegan Paul. This is only part of the wealth of evidence that young
children `naturally ` spell concisely and economically. e.g. `Th
plan mad a fosd ladig at th epot' [see invented spellings]"
In my observation the senence would go through these stages.
DPMFLATA - One symbol per word
DPMDFLDATAP - One symbol per syllable ('at the' becomes AT, as
previous t devoices th)
The PN MD A FOS LAD A The APT - Some final consonants
The pan mad a fors ladin at the arpot
The plane mad a fors lading at the arport.
THe plane mad a forst landing at the airport.
The child progresses by adding phonemes and morphemes or sight
words.
'The', 'ing' 'plane' will be learned as sight words/morphemes. The
child will be very late to correct 'mad' to 'made' because he/she
will not see the need to disambiguate those two words in this
context. However, 'plane' will be spelled correctly very quickly.
Which particlular stage of transitional spelling should be frozen in
time and set up as a model for the claim that "children naturally
spell concisely and economically"?
I'Ve been reading your bibliography to make sure you have Coulmas,
which I assumed you did because of the vocabulary you use, but I
don't see a reflection of chapter 3 in your posts.