The role of instruction for spelling performance and spelling consciousness
Publication year
2018Number of pages
19 p.
Source
Journal of Experimental Education, 86, 2, (2018), pp. 135-153ISSN
Publication type
Article / Letter to editor
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Organization
SW OW PWO [owi]
SW OZ BSI OLO
Journal title
Journal of Experimental Education
Volume
vol. 86
Issue
iss. 2
Languages used
English (eng)
Page start
p. 135
Page end
p. 153
Subject
Learning and PlasticityAbstract
This study examined the role of instruction for spelling performance and spelling consciousness in the Dutch language. Spelling consciousness is the ability to reflect on one's spelling and correct errors. A sample of 115 third-grade spellers was assigned to a strategy-instruction, strategic-monitoring, self-monitoring, or control condition representing different types of metacognitive aspects. The results showed that students in all three training conditions made more progress in both spelling performance and spelling consciousness than students in the control condition. With respect to spelling consciousness, only students in the strategy-instruction condition made significant improvement between pretest and posttest. Students made more progress in spelling performance on regular words than on loan words. Students in all four conditions became more accurate at assessing which words they could spell correctly. Students in the control condition more frequently overestimated their spelling ability.
This item appears in the following Collection(s)
- Academic publications [238430]
- Electronic publications [122512]
- Faculty of Social Sciences [29483]
- Open Access publications [97507]
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