Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
365717 | Learning and Instruction | 2010 | 11 Pages |
Abstract
English spelling, as well as in many other languages, consists of three elements: morphology, etymology and phonology. Spelling instruction, however, focuses primarily on phonology and there is a dearth of intervention studies that examine the effect of explicitly teaching all three elements to children. We report two studies, which examined 5- to 11-year olds' spelling strategies and the effect of a spelling intervention. The intervention groups, in both studies, significantly outperformed control groups on all spelling measures. The benefits of teaching children about morphology and etymology are discussed.
Related Topics
Social Sciences and Humanities
Psychology
Developmental and Educational Psychology
Authors
Victoria Devonshire, Michael Fluck,