Early intervention for spelling problems: Teaching functional spelling units of varying size with a multiple-connections framework.

Abstract

Poor spellers in 2nd grade (« = 128) participated in 24 20-min sessions that included (a) direct instruction in the alphabet principle (most frequent phoneme-spelling connections); (b) modeling of different approaches, singly and in combination, for developing connections between spoken and written words for 48 words ordered by sound-spelling predictability; and (c) practice in composing. Results of this multilayered intervention showed that (a) more than 1 way of developing sound-spelling connections is effective in teaching spelling but that after training in the alphabet principle, combining whole word and onset-rime training is most effective in achieving transfer of the alphabet principle across word contexts; (b) functional spelling units of not only a single letter but also 2 or more letters are important in beginning spelling; and (c) training in spelling transfers to composition and word recognition.

Tier 3 specialized writing instruction for students with dyslexia

“…The morphological treatment was designed to help students become aware of the word parts that are added to base words and signal meaning and grammar and of the spelling rules that involve modifying letters at the end of bases and beginnings of those word parts when they are affixed to base words. Because we had reason to believe, based on past research already discussed, that these students would also be impaired in the phonological processes related to spelling, we included training in phonological awareness related to alphabetic principle, which was taught in the phoneme-to-grapheme direction for applicating to spelling (Berninger et al, 1998 in both spelling treatments in Study 1. At the same time we were interested in how they would respond when spelling instruction was provided in lessons that also taught the cognitive processes of composing.…”

The Role of Instruction for Spelling Performance and Spelling Consciousness

“…Numerous studies focused on the best ways to memorize a word's spelling (e.g., Bosman, van Hell, & Verhoeven, 2006;Hilte & Reitsma, 2006;Hubbert, Weber, & McLaughlin, 2000); ways to learn a spelling rule (e.g., Darch, Eaves, Crowe, Simmons, & Conniff, 2006;Hilte & Reitsma, 2011;Kemper, Verhoeven, & Bosman, 2012); and how to encourage students to apply spelling rules in a structured way (e.g., Butyniec-Thomas & Woloshyn, 1997;Paffen & Bosman, 2005). 1 An important insight is that spelling regularities have to be made explicit, spelling rules need to be explained, and the application of spelling rules has to be practiced until mastery (Berninger et al, 1998;Henry, 1989). Mastery involves not only the correct spelling of words that have been practiced, but also the application of the spelling rule to new words.…”

Comparison of the effects on writing attitudes and writing self-efficacy of three different training programs in students with learning disabilities

“…Other researchers have proved the importance of interventions on the mechanical processes, for instance, Berninger et al (1998) who compared seven different ways of training spelling with a control group, using a total of 502 participants, found more significant improvements in spelling in all participants belonging to the experimental groups than those in the control group. Another example can be found in the study by Jones and Christensen (1999) who applied specific training in mechanical processes for 10 min a day during eight weeks to 19 students with LD; they succeeded in removing the differences in writing mechanical processes between the students with LD and the ''normal achievement'' (NA) students.…”

“…As Alamargot and Chanquoy (2001) theorize, there is a wide consensus with regard to the numerous components that composition writing entails, as there have been several authors who have proposed different writing models (see Hayes, 1996;or Kellogg, 1994), but only in the last two decades have researchers started to implement different training programs in order to determine how students with learning disabilities (LD) can improve their compositions (Berninger et al, 1998;Graham, 1999;Graham, Harris, & Larsen, 2001;Wong, 1997;Wong, Butler, Ficzere, & Kuperis, 1996.…”