Spelling development: Fine-tuning strategy-use and capitalising on the connections between words

Devonshire, Victoria; Fluck, Michael

doi:10.1016/j.learninstruc.2009.02.025

Cited by 53 publications

(44 citation statements)

References 14 publications

(28 reference statements)

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“…An explicitly provided rule may help them. Also, a recent article showed that explicitly teaching about morphological relations, and how to apply these, improves children's spellings of English words (Devonshire & Fluck, 2010). So it is plausible that, similarly to the Dutch spellers, English spellers may also be supported by a spelling rule in a large word set to spell the consonant doublet in the middle of a word.…”

Section: Discussionmentioning

confidence: 99%

Effects of explicit rules in learning to spell open- and closed-syllable words

Hilte¹,

Reitsma²

2011

Learning and Instruction

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Section: Discussionmentioning

confidence: 99%

Effects of explicit rules in learning to spell open- and closed-syllable words

Hilte¹,

Reitsma²

2011

Learning and Instruction

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“…In the past decades, research has revealed that adequate spelling performance requires formal spelling instruction (e.g., Bosman, 2004;Butyniec-Thomas & Woloshyn, 1997;Devonshire & Fluck, 2010;Faber, 2006;Gettinger, Bryant, & Fayne, 1982;Graham, 1999Graham, , 2000. 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).…”

Section: Intervention Typementioning

confidence: 99%

The Role of Instruction for Spelling Performance and Spelling Consciousness

Cordewener

Hasselman

Bosman

2017

The Journal of Experimental Education

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This study examined the role of instruction for spelling performance and spelling consciousness in the Dutch language. Spelling consciousness is the ability to reflect on one's spelling and correct errors. A sample of 115 thirdgrade spellers was assigned to a strategy-instruction, strategic-monitoring, self-monitoring, or control condition representing different types of metacognitive aspects. The results showed that students in all three training conditions made more progress in both spelling performance and spelling consciousness than students in the control condition. With respect to spelling consciousness, only students in the strategy-instruction condition made significant improvement between pretest and posttest. Students made more progress in spelling performance on regular words than on loan words. Students in all four conditions became more accurate at assessing which words they could spell correctly. Students in the control condition more frequently overestimated their spelling ability.

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“…The orthographic system, being conventionally established, is not developed only with maturity but also it needs to be taught. This way, the spelling skills of a child depend on the strategies taught to them (29) . By the performance shown by students in this study, it may be inferred the existence of a major failure in the formal teaching of the phoneme-grapheme relation and, later on, the spelling rules, both for students without learning complaints and, especially, for the ones with learning disorders.…”

Section: Discussionmentioning

confidence: 99%

Desempenho ortográfico de escolares com dislexia do desenvolvimento e com dislexia do desenvolvimento associado ao transtorno do déficit de atenção e hiperatividade

Alves

Casella

Ferraro

2016

CoDAS

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RESUMO Objetivo Analisar e classificar o desempenho ortográfico, de acordo com a semiologia dos erros, de crianças com dislexia do desenvolvimento e com dislexia do desenvolvimento e transtorno do déficit de atenção e hiperatividade em relação a um grupo de crianças sem queixas de aprendizagem escolar. Métodos Participaram da pesquisa 70 crianças, estudantes do 3º ao 5º distribuídas em três grupos: 32 escolares sem queixa de dificuldade de aprendizagem (GI), média de idade de 9,5 anos; 22 escolares com dislexia do desenvolvimento (GII), média de idade de 10 anos; e 16 escolares com dislexia do desenvolvimento e transtorno do déficit de atenção e hiperatividade (GIII), média de idade de 9,9. A habilidade de ortografia das crianças foi avaliada por meio de um ditado de palavras padronizado. Resultados Os dados indicaram que os escolares do GII e do GIII apresentaram um pior desempenho quando comparados ao GI. Não houve diferença estatística entre o desempenho dos escolares do GII e do GIII quanto ao número de acertos na ortografia, embora o desempenho do GIII tenha sido pior. Os escolares do GII e do GIII diferiram apenas quanto ao tipo de erro ortográfico produzido por cada grupo. Conclusão Os dados da presente pesquisa contribuem para o delineamento de melhores programas interventivos para a população estudada.

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Spelling development: Fine-tuning strategy-use and capitalising on the connections between words

Cited by 53 publications

References 14 publications

Effects of explicit rules in learning to spell open- and closed-syllable words

Effects of explicit rules in learning to spell open- and closed-syllable words

The Role of Instruction for Spelling Performance and Spelling Consciousness

Desempenho ortográfico de escolares com dislexia do desenvolvimento e com dislexia do desenvolvimento associado ao transtorno do déficit de atenção e hiperatividade

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