Spelling awareness affects spelling performance positively



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Spelling awareness affects spelling performance positively

  • Anna M. T. Bosman
  • University of Nijmegen
  • SSSR, Amsterdam
  • June 27-30, 2004

Spelling tasks reveal spelling awareness

  • Study 1
  • Thanks to Manuela Donderwinkel

Participants

Method

Performance comparison on dictation and essay

Spelling performance

Conclusions

  • A quarter (26%) of all spellings is unstable (‘Correct-Wrong’ of ‘Wrong-Correct)
  • Students spell better in a dictation task than in their essays, probably because
  • Students make more errors in a dictation task than in their essays, probably because
    • they are aware of what they know and what they do not know

Enhancing spelling awareness

  • Study 2
  • Thanks to Raquel Paffen

Participants

  • 1 SpAw is level of spelling awareness: “Knows the spelling and the word is spelled correctly” + “Does not know the spelling and the word is spelled incorrectly”

Method

  • Pre-test and post-test materials consisted of 200 words selected from standardised Dutch spelling tests for Grades 2-6
  • Training materials consisted of words from the language curriculum “Taaltijd” used in the classroom

Increased spelling awareness

Spelling performance

Conclusions

  • Spelling awareness
    • can be enhanced in 8-year-olds (Grade 3)
    • increases with the same amount in both good and poor spellers
    • already improves slightly when just presenting a pre-test and a post-test (indicated by the results of the control group)

Enhanced spelling awareness improves spelling performance

  • Study 3
  • Thanks to Marieke Willemen and Janet van Hell

Participants

Method

  • Each student wrote an essay
  • Essays served as the starting point for the experimenter to discuss difficult aspects of the spelling of each of the students individually
  • An individualised check list was made to aid the spelling-check task in subsequent training sessions.

Results of regular-education students

Results of special-education students

Conclusions

  • Spelling performance

Thus, spelling awareness

  • is an implicit skill in regular and special-education students (Study 1)
  • can be enhanced in students as young as 8 years (Study 3)
  • improves in both good and poor spellers (Study 2)
  • improves in both spellers from regular and special education (Study 3)
  • is positively related to spelling performance (Studies 2 and 3)


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