Effects of Teacher‐directed Versus Student‐directed Instruction and Cues Versus No Cues for Improving Spelling Performance
Year: 1985
Type: article
Abstract: THE PURPOSE OF THIS STUDY WAS TWOFOLD: to examine the effects of imitating children's spelling errors alone and in combination with visual and verbal cues on spelling accuracy and retention among poor spellers and to compare the effectiveness of student-directed versus teacher-directed spelling instruction on children's spelling accuracy and retention. Nine children received four alternating experimental treatments during a 16-week spelling program. Results indicated that student-directed instruction that incorporated visual and verbal cues was most effective in increasing children's spelling accuracy.
Author: Maribeth Gettinger
Institution: University of Wisconsin–Madison
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W2078035778