To what extent does children’s spelling improve as a result of learning words with the look, say, cover, write, check, fix strategy compared with phonological spelling strategies?

Dymock, Susan; Nicholson, Tom

doi:10.1080/19404158.2017.1398766

Cited by 13 publications

(9 citation statements)

References 22 publications

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“…The higher the number and complexity of rules, the number of exceptions, and sources of inconsistency of an orthography, the more difficult it is to impart this knowledge and to use it for the remediation of spelling deficits (Caravolas, 2005). For very complex orthographies like English, it has been argued that interventions concentrating on memorization strategies of whole-word letter sequences are more efficient than interventions focusing on the teaching complex rules and regularities (Dymock & Nicholson, 2017;Hilte & Reitsma, 2011). This implies that the interventional aspects will vary not only in their importance for a given orthographic system , but also in their applicability for spelling remediation.…”

Section: Theoretical Perspectives On Cross-linguistic Differencesmentioning

confidence: 99%

Effectiveness of spelling treatment approaches for learners with dyslexia – A meta-analysis and systematic review

Schmalz¹,

Galuschka²,

Schulte‐Körne³

2019

Preprint

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This systematic review and meta-analysis investigated the efficacy of spelling interventions for the remediation of dyslexia and spelling deficits. Theoretically important moderators, such as the treatment approach as well as orthographic and sample characteristics, were also considered. Thirty-four controlled trials that evaluated spelling interventions in children, adolescents and adults with dyslexia and spelling deficits were included. Results show that treatment approaches using phonics, orthographic (graphotactic or orthographic phonological spelling rules), as well as morphological instruction had a moderate to high impact on spelling performance. A significant influence of interventions that teach memorization strategies to improve spelling could not be confirmed. This work shows that understanding the principles of an orthography is beneficial for learners with dyslexia or spelling deficits and presents key components for effective spelling intervention.

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Section: Theoretical Perspectives On Cross-linguistic Differencesmentioning

confidence: 99%

Effectiveness of spelling treatment approaches for learners with dyslexia – A meta-analysis and systematic review

Schmalz¹,

Galuschka²,

Schulte‐Körne³

2019

Preprint

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“…The learners' spelling problem can be addressed through strategies such as rule-based approach, multiple efforts, resource based, and brute force (Peterson, 2005). Several other previous works on vocabulary have recommended different strategies to lessen the learners' spelling problems (e.g., see Basner, 2011;Dymock & Nicholson, 2017;Jackson, Konza, Ben-Evans, & Roodenrys, 2003;Rashid, Yousuf, & Imran, 2012;Shankweiler & Lundquist, 1992).…”

Section: Resultsmentioning

confidence: 99%

A Study on Vocabulary-Learning Problems Encountered by BA English Majors at the University Level of Education

Afzal

2019

SSRN Journal

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Proficiency in English language depends on the knowledge of its vocabulary possessed by the second and foreign language learners and even the native speakers. Though developing the vocabulary is vital, it poses several problems, especially, to non-native students of English. Students with a low vocabulary knowledge show weak academic performance in different courses related to the language skills, linguistics, literature, and translation at the university level of education. This study, in particular, aims to investigate the problems faced by English majors in learning the vocabulary at Prince Stattam bin Abdulaziz University (PSAU) in Saudi Arabia. It also puts forward some vocabulary-learning strategies to minimize the potential problems. The data consist of the responses of 100 student-participants (undergraduates) randomly picked up from five different levels (four, five, six, seven, and eight) of 4-Year BA English Program at PSAU. This quantitative study uses an online questionnaire, as an instrument, to collect the data. The results reveal that the English majors at PSAU face several problems in learning the vocabulary such as knowing the meanings of new words, pronouncing new words, using new words correctly, memorizing and spelling new vocabulary and so on. To its contribution, this study emphasizes the importance of learning the English vocabulary, draws students' attention towards it, highlights the problems encountered by students, and raises their awareness of the vocabulary. Future research may explore teachers' perspectives on students' vocabulary-learning problems and instructional methods implemented to teach the vocabulary in English language classrooms.

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“…Interestingly, the most popular strategy demonstrated to children was the ‘Look – Say – Cover – Write – Check’ method. Research on this strategy has been shown to be less effective in supporting spelling than teaching rule‐based strategies, such as word study approaches (Dymock & Nicholson, 2017; Fisher et al, 2007). The ‘Look – Say – Cover – Write – Check’ strategy incorporates visual memorisation strategies and teachers may be constrained in shifting instructional methods from the memorisation model owing to gaps in their own understanding of the English Language (Fresch, 2007).…”

Section: Discussionmentioning

confidence: 99%

Capturing variations in how spelling is taught in primary school classrooms in England

Esposito¹,

Herbert²,

Sumner³

2022

British Educational Res J

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Mastering spelling is important for children to progress in writing. The National Curriculum in England details spelling lists linked to each year group in primary education. Assessment practices also emphasise the importance of teaching spelling. However, to date, little is known about how teachers feel about teaching spelling nor the instructional methods that they use in primary schools in England. This study addresses this gap by investigating approaches to teaching spelling. An online survey was distributed to primary-based teaching staff with roles in supporting teaching and learning. The survey asked for information about the respondents' teaching experience and school setting, and about their attitudes and approach to teaching spelling. The survey was completed in full by 158 respondents. Approaches to teaching spelling were varied and over two-thirds of the sample highlighted that their school did not have a spelling policy. The importance of explicit teaching of spelling was supported by the majority of teachers. This judgement was more frequent and rated more highly by teachers supporting younger children.Teachers largely reported devising their own spelling resources, highlighted that the curriculum spelling lists lack guidance for teaching spelling strategies

show abstract

To what extent does children’s spelling improve as a result of learning words with the look, say, cover, write, check, fix strategy compared with phonological spelling strategies?

Cited by 13 publications

References 22 publications

Effectiveness of spelling treatment approaches for learners with dyslexia – A meta-analysis and systematic review

Effectiveness of spelling treatment approaches for learners with dyslexia – A meta-analysis and systematic review

A Study on Vocabulary-Learning Problems Encountered by BA English Majors at the University Level of Education

Capturing variations in how spelling is taught in primary school classrooms in England

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