ERIC Number: EJ551404
Record Type: Journal
Publication Date: 1997
Reference Count: N/A
The Effects of Explicit-Strategy and Whole-Language Instruction on Students' Spelling Ability.
Butyniec-Thomas, Jean; Woloshyn, Vera E.
Journal of Experimental Education, v65 n4 p293-302 Sum 1997
Whether explicit-strategy instruction combined with whole-language instruction would improve third graders' spelling more than using either approach alone was studied with 37 students. Findings suggest that young children learn to spell best when they are taught a repertoire of effective strategies in a meaningful context. (SLD)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A