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Language-Based Spelling Instruction: Teaching Children to Make Multiple Connections between Spoken and Written Words

Virginia Wise Berninger · Katherine Burns Vaughan · Allison Brooks · Kristin Kawena Begay · Gerald Curtin · Kristina Byrd Coleman +1 more

54 citations0/0 files storedLearning Disability Quarterly

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Reading and Literacy Development Language Development and Disorders Writing and Handwriting Education

Abstract

Two studies addressed issues related to multiple instructional components in early intervention for at-risk spellers learning to spell polysyllabic words. The first study was a follow-up to a prior second-grade intervention. The fast responders in that study, who were monitored at the beginning and end of third grade ( n=61), maintained their earlier gains during third grade when treatment was withdrawn. Thirty-two of the slower responders received continuing tutoring (12 individual tutorials over 6 to 8 weeks in late fall of third grade), which showed that children who received only alphabet principle training did as well as those who received combined alphabet principle and syllable awareness training (syllable types in English), but that these children required 24 practice trials for short-term mastery of spelling specific words. The second study with a new sample of 48 third graders also evaluated the effectiveness of alphabet principle training only versus combined alphabet principle and syllable awareness training. In these 24 individual tutorials over a 4-month period beginning in the fifth month of third grade, the combined treatment was more effective for (a) spelling untrained transfer words, (b) spelling taught polysyllabic words with a final, silent e syllable, and (c) transfer to phonological awareness. A two-tier model for early intervention to prevent spelling disabilities is proposed. In the first tier alphabet principle is taught (along with other sound-spelling connections for words including syllable awareness) and applied to practice in spelling words singly and in text (teacher-directed dictation and child-generated composition). In the second tier children are monitored in the year following early intervention and continuing tutoring is provided if necessary.

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References

1992Design Experiments: Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings 1985Reading Research Advances in Theory and Practice 2001Wechsler Individual Achievement Test 2017Wide Range Achievement Test 1996Cognitive profiles of difficult-to-remediate and readily remediated poor readers: Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific reading disability.1923The Psychological Corporation 1998The role of instruction in learning to read: Preventing reading failure in at-risk children.1971The structure of English orthography . By Richard L. Venezky (Janua linguarum, series minor, 82.) The Hague: Mouton, 1970. Pp. 159. f 17.00.

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2021Writing instruction improves students’ writing skills differentially depending on focal instruction and children: A meta-analysis for primary grade students 2017Examining How Treatment Fidelity Is Supported, Measured, and Reported in K–3 Reading Intervention Research 2011Teaching children with dyslexia to spell in a reading-writers’ workshop 2008Identifying and Predicting Classes of Response to Explicit Phonological Spelling Instruction During Independent Composing

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