ERIC Number: EJ632159
Record Type: Journal
Publication Date: 2001
Effects of Psycholinguistic Instruction on Spelling Performance.
Arra, Christopher T.; Aaron, P. G.
Psychology in the Schools, v38 n4 p357-63 Jul 2001
Two studies compare phonology-based instructional strategies designed for improving spelling skills of elementary school children against instruction strategies that rely only on visual exposure of words. In both studies, posttests showed that children taught through psycholinguistic and phoneme awareness methods significantly outperformed the visual training groups. Further, these gains were retained after a period of two weeks. (Contains 11 references and 2 tables.) (GCP)
Publication Type: Information Analyses; Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
What Works Clearinghouse Reviewed: Meets Evidence Standards without Reservations
WWC Study Page: http://ies.ed.gov/ncee/wwc/study/82897