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ERIC Number: EJ906374
Record Type: Journal
Publication Date: 2011-Feb
Pages: 12
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0959-4752
Effects of Explicit Rules in Learning to Spell Open- and Closed-Syllable Words
Hilte, Maartje; Reitsma, Pieter
Learning and Instruction, v21 n1 p34-45 Feb 2011
Second graders (N=222; 7.7 years of age) practiced with open- and closed-syllable words in a computer-assisted training program and appropriate spelling rules were either explicitly provided during practice or not. Also, children practiced either with a small set of exemplars or with a large set; the latter condition was expected to promote the use of rules. A control group consisting of 209 second graders, who did not practice in the computer-assisted training program, was also included in the study. Learning effects of practice were established by testing the spelling of practiced words, as well as novel transfer words, in pre-, post-, and retention tests. The results in the posttest showed that with a large set of exemplars during practice explicitly provided spelling rules are supportive for learning to spell novel words but no further effects of explicit rules were found, either for practiced words or in the retention test. (Contains 2 tables and 2 figures.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A