Background: Children's spellings are often scored as correct or incorrect, but other measures may be better predictors of later spelling performance. Method: We examined seven measures of spelling in Reception Year and Year 1 (5-6 years old) as predictors of performance on a standardised spelling test in Year 2 (age 7). Results: Correctness was…

Evaluating Learners' Response in an e-Learning environment has been the topic of current research in areas of Human Computer Interaction, e-Learning, Education Technology and even Natural Language Processing. The current paper presents a twofold strategy to evaluate single word response of a learner in an e-Learning environment. The response of…

Theoretical perspectives on spelling characterize development as a progression through qualitatively different phases or as a process of more or less continuous growth. This study investigated the potential utility of a different perspective, the overlapping-wave model, for characterizing spelling development (Rittle-Johnson & Siegler, 1999). In…

The paper stresses the importance of informal assessment of spelling, describing both quantitative and qualitative implications. Stages of word knowledge are reviewed and examples of student errors are cited to illustrate needed instruction. (CL)

Data from two studies at Gladstone High School in California support the assumption that daily writing and daily correction and grading based exclusively on mechanics do improve a student's ability to write more correctly by eliminating common errors. (Author)