Teaching spelling and composition alone and together: Implications for the simple view of writing.

Berninger, Virginia W.; Vaughan, Katherine; Abbott, Robert D.; Begay, K. Kawena; Coleman, Kristina Byrd; Curtin, Gerald; Hawkins, Jill Minich; Graham, Steve

doi:10.1037/0022-0663.94.2.291

Cited by 278 publications

(254 citation statements)

References 31 publications

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“…However, teachers report using a variety of spelling activities (Graham et al 2008;McNeill and Kirk 2014) and many intervention studies report using multi-component spelling instruction (e.g., Berninger et al 2002;Graham et al 2002;Kirk and Gillon 2009). Aside from the instructional methods we investigated, other common methods include alphabetizing, writing-saying, finding the missing letter, unscrambling the letters, word searches, and dictionary work.…”

Section: Spelling Accuracy (%)mentioning

confidence: 97%

Beyond the Rainbow: Retrieval Practice Leads to Better Spelling than does Rainbow Writing

et al. 2015

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In three experiments, we compared the effectiveness of rainbow writing and retrieval practice, two common methods of spelling instruction. In experiment 1 (n=14), second graders completed 2 days of spelling practice, followed by spelling tests 1 day and 5 weeks later. A repeated measures analysis of variance demonstrated that spelling accuracy for words trained with retrieval practice was higher than for words trained with rainbow writing on both tests (η p 2 =.49). In experiments 2 (second graders, n=16) and 3 (first graders, n=12), students completed 2 days of spelling practice followed by a spelling test 1 day later. Results replicated experiment 1; spelling accuracy was higher for words trained with retrieval practice compared with rainbow writing (η p 2 =.42 and .64, respectively). Furthermore, students endorsed both liking and learning from retrieval practice at least as much as (and sometimes more than) rainbow writing. Results demonstrate that retrieval practice is a more useful (and as engaging) training method than is rainbow writing and extend the well-established testing effect to beginning spellers.Spelling is a crucial skill that students learn during the first several years of formal schooling. Despite teachers endorsing the importance of spelling instruction and reporting an average of 90 classroom minutes per week on it, they report that more than 25 % of students struggle with Educ Psychol Rev

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Section: Spelling Accuracy (%)mentioning

confidence: 97%

Beyond the Rainbow: Retrieval Practice Leads to Better Spelling than does Rainbow Writing

et al. 2015

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“…While there are few models of early writing development (Graham 2006), one of the most influential is the Simple View of Writing (Berninger et al 2002). With this model, writing takes place in a working, short-term, and long-term memory environment.…”

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confidence: 98%

“…This allowed us to test one of the theoretical assumptions underlying the Simple View of Writing (Berninger et al 2002); namely, transcription skills, like HW, are essential to writing development. If this proposition is valid, then instructional efforts to improve HW skills should results in better writing performance.…”

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confidence: 99%

A Comprehensive Meta-analysis of Handwriting Instruction

2015

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While there are many ways to author text today, writing with paper and pen (or pencil) is still quite common at home and work, and predominates writing at school. Because handwriting can bias readers' judgments about the ideas in a text and impact other writing processes, like planning and text generation, it is important to ensure students develop legible and fluent handwriting. This meta-analysis examined true-and quasi-experimental intervention studies conducted with K-12 students to determine if teaching handwriting enhanced legibility and fluency and resulted in better writing performance. When compared to no instruction or non-handwriting instructional conditions, teaching handwriting resulted in statistically greater legibility (ES=0.59) and fluency (ES=0.63). Motor instruction did not produce better handwriting skills (ES=0.10 for legibility and −0.07 for fluency), but individualizing handwriting instruction (ES=0.69) and teaching handwriting via technology (ES= 0.85) resulted in statistically significant improvements in legibility. Finally, handwriting instruction produced statistically significant gains in the quality (ES=0.84), length (ES= 1.33), and fluency of students' writing (ES=0.48). The findings from this meta-analysis provide support for one of the assumptions underlying the Simple View of Writing (Berninger et al., Journal of Educational Psychology, 94, 291-304, 2002): text transcription skills are an important ingredient in writing and writing development.

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“…On this ground, we predicted that, compared to students receiving SRSD-only training, those receiving SRSD and transcription training would produce more complex plans; write longer, more fluent and better stories; and produce more complete texts with longer clauses and more diverse vocabulary. Numerous studies have already found that promoting transcription has positive effects on students' composing skills Berninger et al, 1997; Berninger et al, 2002; Berninger et al, 1998; Graham, Harris, & FinkChorzempa, 2000, 2002Jones & Christensen, 1999; for meta-analyses see, Graham & Santangelo, 2014;and Santangelo & Graham, 2015). …”

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Tailoring Multicomponent Writing Interventions: Effects of Coupling Self-Regulation and Transcription Training

Limpo

Alves

2017

J Learn Disabil

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Writing proficiency is heavily based on the acquisition and development of self-regulation and transcription skills. The present study examined the effects of combining transcription training into a self-regulation intervention in Grade 2 (age 7-8). For that, 43 students receiving a self-regulation plus transcription intervention (SRSD+TR) were compared with 37 students receiving a selfregulation-only intervention (SRSD), and with 39 students receiving the standard language arts curriculum. Compared to control instruction, SRSD instruction, with or without transcription training, resulted in more complex plans, longer, better, and more complete stories, and the effects transferred to a story written recall. As expected, transcription training produced an incremental effect on students' composing skills. In particular, the SRSD+TR intervention increased handwriting fluency, spelling accuracy for inconsistent words, planning and story completeness, writing fluency, clause length, and burst length. Importantly, compared to the SRSD intervention, the SRSD+TR intervention was particularly effective in raising the writing quality of poorer writers. Altogether, this pattern of findings suggests that students benefit from writing instruction coupling self-regulation and transcription training from very early on. This seems to be a promising instructional approach not only to ameliorate all students' writing ability and prevent future writing problems but also to minimize struggling writers' difficulties and support them in mastering writing.Keywords: writing, self-regulation, transcription, strategy instruction COUPLING SELF-REGULATION AND TRANSCRIPTION TRAINING 3 Tailoring Multicomponent Writing Interventions: The Effects of Coupling Self-Regulation and Transcription TrainingOne of the truisms of the cognitive approach to written composition is that writing is a complex and cognitively demanding activity. This is mostly due to the plethora of processes involved in writing (Hayes, 1996), and seems to be one of the reasons why it is so difficult to master it (Harris & Graham, 2013). Fortunately, research has progressed in developing evidencebased practices to teach writing and support its development (Graham, McKeown, Kiuhara, & Harris, 2012;Graham & Perin, 2007). An effective way to boost writing competence of beginning and developing writers is by promoting either self-regulated, strategic writing or efficient, automatic transcription. High-levels of self-regulation allow the effective management of writing processes. Automatic transcription enables the effortless transformation of linguistic representations into written text. Therefore, the road to writing proficiency relies on the development of increasingly sophisticated self-regulation capabilities supported by the progressive automatization of transcription (Limpo & Alves, 2013a). Nevertheless, self-regulation and transcription have been studied independently. Thus, it is important to study the benefits of promoting transcription and self-regulation togeth...

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Teaching spelling and composition alone and together: Implications for the simple view of writing.

Cited by 278 publications

References 31 publications

Beyond the Rainbow: Retrieval Practice Leads to Better Spelling than does Rainbow Writing

Beyond the Rainbow: Retrieval Practice Leads to Better Spelling than does Rainbow Writing

A Comprehensive Meta-analysis of Handwriting Instruction

Tailoring Multicomponent Writing Interventions: Effects of Coupling Self-Regulation and Transcription Training

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