TY - JOUR
T1 - Early Intervention for Spelling Problems
T2 - Teaching Functional Spelling Units of Varying Size with a Multiple-Connections Framework
AU - Berninger, Virginia W.
AU - Vaughan, Katherine
AU - Abbott, Robert D.
AU - Brooks, Allison
AU - Abbott, Sylvia P.
AU - Rogan, Laura
AU - Reed, Elizabeth
AU - Graham, Steve
PY - 1998/12
Y1 - 1998/12
N2 - Poor spellers in 2nd grade (n = 128) participated in 24 20-min sessions that included (a) direct instruction in the alphabet principle (most frequent phoneme-spelling connections); (b) modeling of different approaches, singly and in combination, for developing connections between spoken and written words for 48 words ordered by sound-spelling predictability; and (c) practice in composing. Results of this multilayered intervention showed that (a) more than 1 way of developing sound-spelling connections is effective in teaching spelling but that after training in the alphabet principle, combining whole word and onset-rime training is most effective in achieving transfer of the alphabet principle across word contexts; (b) functional spelling units of not only a single letter but also 2 or more letters are important in beginning spelling; and (c) training in spelling transfers to composition and word recognition.
AB - Poor spellers in 2nd grade (n = 128) participated in 24 20-min sessions that included (a) direct instruction in the alphabet principle (most frequent phoneme-spelling connections); (b) modeling of different approaches, singly and in combination, for developing connections between spoken and written words for 48 words ordered by sound-spelling predictability; and (c) practice in composing. Results of this multilayered intervention showed that (a) more than 1 way of developing sound-spelling connections is effective in teaching spelling but that after training in the alphabet principle, combining whole word and onset-rime training is most effective in achieving transfer of the alphabet principle across word contexts; (b) functional spelling units of not only a single letter but also 2 or more letters are important in beginning spelling; and (c) training in spelling transfers to composition and word recognition.
UR - http://www.scopus.com/inward/record.url?scp=0032270221&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=0032270221&partnerID=8YFLogxK
U2 - 10.1037/0022-0663.90.4.587
DO - 10.1037/0022-0663.90.4.587
M3 - Article
AN - SCOPUS:0032270221
SN - 0022-0663
VL - 90
SP - 587
EP - 605
JO - Journal of Educational Psychology
JF - Journal of Educational Psychology
IS - 4
ER -