To Show or Tell: Improving the Spelling of Rule-Based Words with Explicit or Implicit Practice

Author:

van den Boer Madelon1,Bree Elise H. de2

Affiliation:

1. Research Institute of Child Development and Education, University of Amsterdam, Amsterdam, Netherlands

2. Development & Education of Youth in Diverse Societies, Utrecht University, Utrecht, Netherlands

Publisher

Informa UK Limited

Subject

Psychology (miscellaneous),Education

Reference52 articles.

1. Spelling in het onderwijs: hoe staat het ermee, en hoe kan het beter?;Bonset H.;Levende Talen Tijdschrift,2010

2. Bosman, A. M. T., & Van Orden, G. C. (1997). Why spelling is more difficult than reading. In C. A. Perfetti & L. Rieben (Eds.), Learning to spell: Research, theory, and practice across languages (pp. 173–194). Erlbaum.

3. Spelling consistency affects reading in young Dutch readers with and without dyslexia

4. Experienced teachers’ expectations about the potential effectiveness of spelling exercises

5. Bryant, P., Nunes, T., Pretzlik, U., Bell, D., Evans, D., & Olsson, J. (2006). From the laboratory to the classroom. In T. Nunes & P. Bryant (Eds.), Improving literacy by teaching morphemes (pp. 65–103). Routledge.

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