Affiliation:
1. University of Washington, Seattle,
2. University of Washington, Seattle
Abstract
After explicit spelling instruction, low achieving second grade spellers increased the number of correctly spelled words during composing but differed in response trajectories. Class 1 (low initial and slow growth) had the lowest initial performance and improved at a relatively slow rate. Class 2 (high initial and fast growth) started higher than Class 1 but below Class 3 and improved at the fastest rate. Class 3 (highest initial but slow growth) had the highest initial performance but improved at a rate similar to Class 1. Class 3 differed from Classes 1 and 2 on orthographic coding. Classes 1, 2, and 3 differed on rapid automatic naming (RAN letters). Spelling instruction plus supplementary activities to improve orthographic coding in working memory and rapid, automatic coordination of phonological and orthographic codes may facilitate transfer of spelling learned during instruction to applying that spelling knowledge during independent composing.
Subject
General Health Professions,Education,Health (social science)
Reference120 articles.
1. Structural equation modeling of relationships among developmental skills and writing skills in primary- and intermediate-grade writers.
2. Abbott, R.D., Amtmann, D. & Munson, J. (2003). Exploratory and confirmatory methods in learning disabilities research. In H. L. Swanson, K. R. Harris, & J. W. Graham (Eds.), Handbook of learning disabilities (pp. 471-482). New York: Guilford.
3. Year-Long Balanced Reading/Writing Tutorial: A Design Experiment Used for Dynamic Assessment
Cited by
20 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献