Abstract
Since Huey (1908), reading and reading pedagogy have been popular topics among psycholinguists and educational researchers. Spelling and learning to spell, however, never reached the popularity of reading research. Yet, in most alphabetic languages spelling is more difficult than reading. Therefore, increased attention to beginning spelling is warranted. Our objectives with this chapter are both practical and theoretical. Our practical goal is to review what contributes to effective spelling instruction. Theoretically, we present a perspective on reading and spelling that helps us understand the basis of effective spelling-instruction. We also describe an empirical study that illustrates different outcomes of several instruction methods. After that, we discuss why some instruction methods are more successful than others and discuss some educational implications. This final section also broadly describes a theoretical framework within which to understand spelling and reading performance.
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Van Leerdam, M., Bosman, A.M.T., Van Orden, G.C. (1998). The Ecology of Spelling Instruction: Effective Training in First Grade. In: Reitsma, P., Verhoeven, L. (eds) Problems and Interventions in Literacy Development. Neuropsychology and Cognition, vol 15. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-2772-3_19
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DOI: https://doi.org/10.1007/978-94-017-2772-3_19
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