ERIC Number: EJ1167889
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
The Role of Instruction for Spelling Performance and Spelling Consciousness
Cordewener, Kim A. H.; Hasselman, Fred; Verhoeven, Ludo; Bosman, Anna M. T.
Journal of Experimental Education, v86 n2 p135-153 2018
This study examined the role of instruction for spelling performance and spelling consciousness in the Dutch language. Spelling consciousness is the ability to reflect on one's spelling and correct errors. A sample of 115 third-grade spellers was assigned to a strategy-instruction, strategic-monitoring, self-monitoring, or control condition representing different types of metacognitive aspects. The results showed that students in all three training conditions made more progress in both spelling performance and spelling consciousness than students in the control condition. With respect to spelling consciousness, only students in the strategy-instruction condition made significant improvement between pretest and posttest. Students made more progress in spelling performance on regular words than on loan words. Students in all four conditions became more accurate at assessing which words they could spell correctly. Students in the control condition more frequently overestimated their spelling ability.
Descriptors: Spelling Instruction, Spelling, Grade 3, Elementary School Students, Indo European Languages, Control Groups, Error Correction, Teaching Methods, Learning Strategies, Pretests Posttests, Metacognition, Role, Comparative Analysis, Intervention, Tests, Experimental Groups, Foreign Countries, Regression (Statistics)
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Grade 3
Authoring Institution: N/A
Identifiers - Location: Netherlands