ABSTRACT
In this chapter, we first review research evidence that transcription (handwriting, spelling, punctuation, and capitalization) supports translation, but that spelling, unlike handwriting, also plays a role in translation. We include research about levels of language and working memory, which are relevant to learning and applying transcription skills. Next, we define five evidence-based word-learning mechanisms and introduce a developmental model of how they emerge in overlapping, cascading fashion during development of spelling (and reading) written words. Finally, we share previously unreported findings related to the role of handwriting and spelling in this word learning (Tables 4.1 through 4.3). We also provide a brain-based model of word-learning mechanisms and cognitive ←→ linguistic translation during writing (Table 4.4).
