Contribution of Spelling Instruction to the Spelling, Writing, and Reading of Poor Spellers

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 conditio...

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Bibliographic Details
Published in:Journal of educational psychology 2002-12, Vol.94 (4), p.669-686
Main Authors: Graham, Steve, Harris, Karen R, Chorzempa, Barbara Fink
Format: Article
Language:English
Subjects:
At Risk Populations
Biological and medical sciences
Educational psychology
Elementary School Students
Fundamental and applied biological sciences. Psychology
Human
Instructional Effectiveness
Learning
Learning Disabilities
Primary Education
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Psychopedagogics. Didactics
Reading Improvement
Reading Skills
Spelling
Spelling Instruction
Teaching Methods
Word Recognition
Writing
Writing Improvement
Writing Skills
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Summary: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.
ISSN:0022-0663
1939-2176
DOI:10.1037/0022-0663.94.4.669