Questions Teachers Ask About Spelling

Shane Templeton · Darrell Morris

65 citations0/0 files storedReading Research Quarterly

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Reading and Literacy Development Writing and Handwriting Education Second Language Acquisition and Learning

Abstract

Questions teachers frequently ask about spelling and spelling instruction, including how students learn to spell and which instructional methods are most effective, are addressed.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 65 citations exist upstream.

References

1991Handbook of reading research 1968The Sound Pattern of English 1991Beginning to read : Thinking and learning about print. By Marilyn Jager Adams. Cambridge, MA: The MIT Press, 1990. Pp. x, 494. Cloth $29.95.2017Beneath the Surface of Developmental Dyslexia 2013Morphological Aspects of Language Processing 2017The Representation Problem in Reading Acquisition 1971The structure of English orthography . By Richard L. Venezky (Janua linguarum, series minor, 82.) The Hague: Mouton, 1970. Pp. 159. f 17.00.1993Beginning to Spell

Cited by

2013What should teachers know about spelling?2010Reorganizing the instructional reading components: could there be a better way to design remedial reading programs to maximize middle school students with reading disabilities’ response to treatment?1999The Developmental Spelling Analysis: A Measure of Orthographic Knowledge 2009How do teachers in Ireland and England conceptualise dyslexia?2000Exploring classroom teachers' spelling practices and beliefs

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.