ERIC Number: EJ1081055
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Reference Count: 45
Improving Spelling Performance and Spelling Consciousness
Cordewener, Kim A. H.; Verhoeven, Ludo; Bosman, Anna M. T.
Journal of Experimental Education, v84 n1 p48-74 2016
This study examined the immediate and sustained effects of three training conditions on both spelling performance and spelling consciousness of 72 third-grade low- and high-skilled spellers. Spellers were assigned to a strategy-instruction, self-correction, or no-correction condition. The role of spelling ability and word characteristic were also taken into account. Regarding the immediate effects, the strategy-instruction condition was more effective for spelling performance, and more effective for spelling consciousness pertaining to loan words than the no-correction condition. Regarding the sustained effects on spelling performance and spelling consciousness, the positive effect of the strategy-instruction condition faded out after training. The four training sessions were insufficient for establishing long-lasting effects.
Descriptors: Spelling, Grade 3, High Achievement, Low Achievement, Teaching Methods, Learning Strategies, Error Correction, Spelling Instruction, Foreign Countries, Pretests Posttests, Memory, Elementary School Students
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education
Authoring Institution: N/A
Identifiers - Location: Netherlands