Early intervention for spelling problems: Teaching functional spelling units of varying size with a multiple-connections framework.

Virginia Wise Berninger · Katherine Burns Vaughan · Allison Brooks · Sylvia P. Abbott · Laura Rogan · Steve Graham

165 citations0/0 files storedJournal of Educational Psychology

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Reading and Literacy Development Behavioral and Psychological Studies Writing and Handwriting Education

Abstract

Poor spellers in 2nd grade (n = 128) participated in 24 20-min sessions that included (a) direct instruction in the alphabet principle (most frequent phoneme-spelling connections); (b) modeling of different approaches, singly and in combination, for developing connections between spoken and written words for 48 words ordered by sound-spelling predictability; and (c) practice in composing. Results of this multilayered intervention showed that (a) more than 1 way of developing sound-spelling connections is effective in teaching spelling but that after training in the alphabet principle, combining whole word and onset-rime training is most effective in achieving transfer of the alphabet principle across word contexts; (b) functional spelling units of not only a single letter but also 2 or more letters are important in beginning spelling; and (c) training in spelling transfers to composition and word recognition.

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1999Handwriting and Spelling Instruction for Students with Learning Disabilities: A Review 2011Examining the contribution of handwriting and spelling to written expression in kindergarten children 2013Modeling writing development: Contribution of transcription and self-regulation to Portuguese students' text generation quality.2006The Importance of Handwriting Speed in Adult Writing

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