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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ587331
Record Type: CIJE
Publication Date: 1998
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-0663
Early Intervention for Spelling Problems: Teaching Functional Spelling Units of Varying Size with a Multiple-Connections Framework.
Berninger, Virginia W.; Vaughan, Katherine; Abbott, Robert D.; Brooks, Allison; Abbott, Sylvia P.; Rogan, Laura; Reed, Elizabeth; Graham, Steve
Journal of Educational Psychology, v90 n4 p587-605 Dec 1998
Poor spellers in second grade (N=128) participated in sessions that included direct instruction in the alphabet principle, modeling of different approaches for developing connections between spoken and written words, and practice in composing. Results of this multilayered approach are discussed, including evidence that training in spelling transfers to composition and word recognition. (Author/GCP)
Descriptors: Educational Psychology, Grade 2, Letters (Alphabet), Literacy Education, Orthographic Symbols, Phonics, Primary Education, Spelling Instruction, Word Recognition, Writing Skills
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Alphabetic Principle