Two randomised control experiments examined spelling outcomes in a repeated measures design (pre-test, post-tests; 1-day, 1-month follow-up, 5-month follow-up), where students learned Spanish irregular words through (1) immediate feedback using self-correction, (2) visual imagery where children imagine and represent words using movement, and (3)…

This study examined English as a foreign language (EFL) spelling development amongst 233 fifth-grade, eighth-grade and 10th-grade Hebrew first-language speakers to examine effects of English orthographic exposure on spelling. Good and poor speller differences were examined regarding the acquisition of novel phonemes (/ae/, /?/ and /?/) and…

This paper reports a single case treatment study conducted with R.F.L., a young man with developmental mixed dysgraphia. The intervention focused on teaching spelling rules and was a replication of a previous successful study. The results of the present study provided further insights into the mechanism that operates to update faulty lexical…

The present study examines the effect of activating the connection between meaning and phonology in spelling exercises in second-grade spellers (n=41; 8 years and 3 months). In computer-based exercises in a within-subject design, semantic and neutral descriptions were contrasted and provided either before the process of spelling or in feedback.…

This paper presents a treatment study with a developmental dysgraphic girl, KM, and addresses the mechanisms by which orthographic learning of spelling rules might occur. Before treatment, KM's spelling of words and nonwords was impaired. Analyses of spelling errors indicated poor knowledge of sound-to-letter correspondences. Treatment focused on…

Investigates whether there is any relationship between phonemic segmentation skills and the ability to use a nonlexical approach to spelling. Finds that poor spellers make significantly fewer transitional errors than controls, there being a nonsignificant tendency for them to make more prephonetic and phonetic errors. (MG)

Examines misspellings made by English speakers writing in English and German, concluding that English spelling is almost seven times more difficult than German. Classifies errors and discusses reasons for them. Relates the misspellings to the redundant letters removed in "Cut Spelng" to show how far such a technique for simplifying…

Reviews all randomized controlled trials of the effectiveness of Information and Communication Technology (ICT) on spelling. Suggests that the teaching of spelling by using computer software may be as effective as conventional teaching of spelling, although the possibility of computer-taught spelling being inferior or superior cannot be…

Notes that multimedia computer programs may provide promising opportunities for the training of initial reading and spelling skills. Examines a recently-developed program's efficacy and impact on the motivation of the users. Finds that the amount of non-task directed behavior of those who had practiced with the computer significantly decreased…

Presents abstracts of two award winning studies, one dealing with spelling in the context of writing for a purpose, the other with student-teacher interaction during reading. (FL)