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The Effect of Word Study and Cognitive Strategy Training on Students’ Spelling Abilities

Published online by Cambridge University Press:  26 February 2016

Bruce Allen Knight  and
Judith M. Smith
Bruce Allen Knight*
Affiliation:
Central Queensland University
Judith M. Smith
Affiliation:
Our Lady of the Way School Queensland
*
Address for Correspondance: Dr Bruce Allen Knight, Head, Faculty of Education and Creative Arts, Central Queensland University, PO Box 5606, Mackay QLD 4740. Phone: (07) 4940 7544 Fax: (07) 4940 7448 E-mail: [email protected]
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Abstract

There is mounting evidence to support the belief that not all students learn to spell by immersion in reading and writing alone. The intervention to teach spelling described in this paper combines the direct instruction in the study of words together with the use of spelling in an integrated language system. Students in a regular classroom were categorised into three groups (good spellers; average spellers and poor spellers including those identified as average to good readers). Specific areas explored included students’ attitudes, knowledge and spelling ability in isolation and in context. Results suggested the intervention was effective for all students, especially in terms of their knowledge about the language system, strategies and their own spelling misconceptions.

Type
Research Article
Information
Australasian Journal of Special Education , Volume 24 , Issue 2-3 , 2000 , pp. 85 - 98
Copyright
Copyright © The Australian Association of Special Education 2000

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