Effects of Invented Spelling and Direct Instruction on Spelling Performance of Second-Grade Boys.

Gettinger, Maribeth

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Peer reviewed

ERIC Number: EJ470722

Record Type: Journal

Publication Date: 1993

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0021-8855

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Effects of Invented Spelling and Direct Instruction on Spelling Performance of Second-Grade Boys.

Gettinger, Maribeth

Journal of Applied Behavior Analysis, v26 n3 p281-91 Fall 1993

Four grade-two boys received invented spelling guidance with creative writing periods and direct instruction with guided practice on spelling. Although direct instruction resulted in more targeted words spelled correctly, invented spelling resulted in more nontargeted words spelled correctly, higher preference ratings by children, and higher teacher ratings of three of the children's writing samples. (Author/JDD)

Descriptors: Drills (Practice), Grade 2, Instructional Effectiveness, Invented Spelling, Primary Education, Spelling, Spelling Instruction, Student Attitudes, Writing (Composition), Writing Exercises

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

What Works Clearinghouse Reviewed: Meets Evidence Standards with Reservations

WWC Study Page: http://ies.ed.gov/ncee/wwc/study/73886

IES Cited: ED533112

Author Affiliations: N/A