Contribution of spelling instruction to the spelling, writing, and reading of poor spellers.

• Steve Graham ^[1] ; Karen R. Harris ^[2] ; Barbara Fink Chorzempa ^[2]
  1. [1] Arizona State University

     Arizona State University

     Estados Unidos

     
  2. [2] University of Maryland
• Localización: Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 94, Nº. 4, 2002, págs. 669-686
• Idioma: inglés
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• Dialnet Métricas: 3 Citas
• Resumen

  • The contribution of supplemental spelling instruction to spelling, writing, and reading was examined. Second-grade children experiencing difficulties learning to spell participated in 48 20-min sessions designed to improve their spelling skills. In comparison with peers in a contact control condition receiving mathematics instruction, students in the spelling condition made greater improvements on norm-referenced spelling measures, a writing-fluency test, and a reading word-attack measure following instruction. Six months later, students in the spelling treatment maintained their advantage in spelling but not on the writing-fluency and reading word-attack measures. However, spelling instruction had a positive effect at maintenance on the reading word-recognition skills of children who scored lowest on this measure at pretest. (PsycINFO Database Record (c) 2016 APA, all rights reserved)