This paper examines the role played by morphological awareness in explaining difficulties in reading and writing words with arbitrary spelling in a group of students who have reading-writing difficulties. Specifically, the relationship between morphological, morphosyntactic and phonological awareness and reading errors and success in arbitrary spelling is studied. This paper also describes to what extent the morphological and morphosyntactic awareness of students with reading difficulties explains errors in reading and in the correct spelling of words with arbitrary spelling. The results indicate that morphological, morphosyntactic and phonological awareness are related to learning reading and arbitrary spelling in Spanish. However, morphosyntactic awareness is more important in explaining serious reading errors and success in writing with arbitrary spelling among students with reading-writing difficulties.
When a mentor met with a student teacher in order to review the reading problems of pupils in her classroom, the aim was to modify the student teacher´s lesson practice according to a Self-Regulated Learning (SRL) approach. On that occasion, the student teacher addressed the issue in the following terms: "My pupil is not engaged enough with the tasks I organize and I am not sure about what I can do about it".By what tactics can a mentor uncover the most common (mis)understandings when student teachers try to work according to an SRL teaching approach in their teaching practice? In this chapter, we cover the findings obtained from three studies on mentoring student teachers. In the first study, we identify the most common distortions and simplifications student teachers have after they took part in a training on SRL teaching. In the second study, we consider the consequences of informing mentors and student teachers about their distortions. Finally, in the third study, we conduct an in-depth analysis of the mentoring conversations from both studies in order to establish the nature of the scaffolding provided in each of them.
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