The Role of Instruction for Spelling Performance and Spelling Consciousness

Autor/inn/en	Cordewener, Kim A. H.; Hasselman, Fred; Verhoeven, Ludo; Bosman, Anna M. T.
Titel	The Role of Instruction for Spelling Performance and Spelling Consciousness
Quelle	In: Journal of Experimental Education, 86 (2018) 2, S.135-153 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0973
DOI	10.1080/00220973.2017.1315711
Schlagwörter	Spelling Instruction; Grade 3; Elementary School Students; Indo European Languages; Control Groups; Error Correction; Teaching Methods; Learning Strategies; Pretests Posttests; Metacognition; Role; Comparative Analysis; Intervention; Experimental Groups; Foreign Countries; Regression (Statistics); Netherlands + Suchen Sie Ihr Suchwort? Orthographieunterricht; Rechtschreibunterricht; School year 03; 3. Schuljahr; Schuljahr 03; Indoeuropäisch; Korrektur; Teaching method; Lehrmethode; Unterrichtsmethode; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Rollen; Ausland; Regression; Regressionsanalyse; Niederlande
Abstract	This study examined the role of instruction for spelling performance and spelling consciousness in the Dutch language. Spelling consciousness is the ability to reflect on one's spelling and correct errors. A sample of 115 third-grade spellers was assigned to a strategy-instruction, strategic-monitoring, self-monitoring, or control condition representing different types of metacognitive aspects. The results showed that students in all three training conditions made more progress in both spelling performance and spelling consciousness than students in the control condition. With respect to spelling consciousness, only students in the strategy-instruction condition made significant improvement between pretest and posttest. Students made more progress in spelling performance on regular words than on loan words. Students in all four conditions became more accurate at assessing which words they could spell correctly. Students in the control condition more frequently overestimated their spelling ability. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01