Does spelling instruction make students better spellers, readers, and writers? A meta-analytic review

Despite the importance of spelling for both writing and reading, there is considerable disagreement regarding how spelling skills are best acquired. During this and virtually all of the last century, some scholars have argued that spelling should not be directly or formally taught as such instructio...

Ausführliche Beschreibung

Gespeichert in:

Bibliographische Detailangaben
Veröffentlicht in:	Reading & writing Jg. 27; H. 9; S. 1703 - 1743
Hauptverfasser:	Graham, Steve, Santangelo, Tanya
Format:	Journal Article
Sprache:	Englisch
Veröffentlicht:	Dordrecht Springer Netherlands 01.10.2014 Springer Springer Nature B.V
Schlagworte:	Corpus analysis Correlation Education Effect Size Elementary Education Elementary School Students Experiments High School Students Instructional Effectiveness Kindergarten Language and Literature Linguistics Literacy Literacy skills Literature Reviews Meta Analysis Middle School Students Native Language Instruction Neurology Phonological Awareness Phonology Psycholinguistics Quasi-experimental methods Quasiexperimental Design Question answer sequences Reading ability Reading Acquisition Reading Instruction Reading Skills Secondary school students Skill Development Skills Social Sciences Spelling Spelling Instruction Students Teaching Teaching Methods Writing Writing Acquisition Writing instruction Writing Skills Written Language Instruction New York United States > US Writing Reading Spelling Meta-analysis
ISSN:	0922-4777, 1573-0905
Online-Zugang:	Volltext
Tags:	Tag hinzufügen Keine Tags, Fügen Sie den ersten Tag hinzu!

Abstract	Despite the importance of spelling for both writing and reading, there is considerable disagreement regarding how spelling skills are best acquired. During this and virtually all of the last century, some scholars have argued that spelling should not be directly or formally taught as such instruction is not effective or efficient. We conducted a comprehensive meta-analysis of experimental and quasi-experimental studies to address these claims. The corpus of 53 studies in this review included 6,037 students in kindergarten through 12th grade and yielded 58 effect sizes (ESs) that were used to answer eight research questions concerning the impact of formally teaching spelling on spelling, phonological awareness, reading, and writing performance. An average weighted ES was calculated for each question and the quality of included studies was systematically evaluated. Results provided strong and consistent support for teaching spelling, as it improved spelling performance when compared to no/unrelated instruction (ES = 0.54) or informal/incidental approaches to improving spelling performance (ES = 0.43). Increasing the amount of formal spelling instruction also proved beneficial (ES = 0.70). Gains in spelling were maintained over time (ES = 0.53) and generalized to spelling when writing (ES = 0.94). Improvements in phonological awareness (ES = 0.51) and reading skills (ES = 0.44) were also found. The positive outcomes associated with formal spelling instruction were generally consistent, regardless of students’ grade level or literacy skills.
AbstractList	Despite the importance of spelling for both writing and reading, there is considerable disagreement regarding how spelling skills are best acquired. During this and virtually all of the last century, some scholars have argued that spelling should not be directly or formally taught as such instruction is not effective or efficient. We conducted a comprehensive meta-analysis of experimental and quasi-experimental studies to address these claims. The corpus of 53 studies in this review included 6,037 students in kindergarten through 12th grade and yielded 58 effect sizes (ESs) that were used to answer eight research questions concerning the impact of formally teaching spelling on spelling, phonological awareness, reading, and writing performance. An average weighted ES was calculated for each question and the quality of included studies was systematically evaluated. Results provided strong and consistent support for teaching spelling, as it improved spelling performance when compared to no/unrelated instruction (ES = 0.54) or informal/incidental approaches to improving spelling performance (ES = 0.43). Increasing the amount of formal spelling instruction also proved beneficial (ES = 0.70). Gains in spelling were maintained over time (ES = 0.53) and generalized to spelling when writing (ES = 0.94). Improvements in phonological awareness (ES = 0.51) and reading skills (ES = 0.44) were also found. The positive outcomes associated with formal spelling instruction were generally consistent, regardless of students' grade level or literacy skills. Adapted from the source document Despite the importance of spelling for both writing and reading, there is considerable disagreement regarding how spelling skills are best acquired. During this and virtually all of the last century, some scholars have argued that spelling should not be directly or formally taught as such instruction is not effective or efficient. We conducted a comprehensive meta-analysis of experimental and quasi-experimental studies to address these claims. The corpus of 53 studies in this review included 6,037 students in kindergarten through 12th grade and yielded 58 effect sizes (ESs) that were used to answer eight research questions concerning the impact of formally teaching spelling on spelling, phonological awareness, reading, and writing performance. An average weighted ES was calculated for each question and the quality of included studies was systematically evaluated. Results provided strong and consistent support for teaching spelling, as it improved spelling performance when compared to no/unrelated instruction (ES = 0.54) or informal/incidental approaches to improving spelling performance (ES = 0.43). Increasing the amount of formal spelling instruction also proved beneficial (ES = 0.70). Gains in spelling were maintained over time (ES = 0.53) and generalized to spelling when writing (ES = 0.94). Improvements in phonological awareness (ES = 0.51) and reading skills (ES = 0.44) were also found. The positive outcomes associated with formal spelling instruction were generally consistent, regardless of students' grade level or literacy skills.[PUBLICATION ABSTRACT] Despite the importance of spelling for both writing and reading, there is considerable disagreement regarding how spelling skills are best acquired. During this and virtually all of the last century, some scholars have argued that spelling should not be directly or formally taught as such instruction is not effective or efficient. We conducted a comprehensive meta-analysis of experimental and quasi-experimental studies to address these claims. The corpus of 53 studies in this review included 6,037 students in kindergarten through 12th grade and yielded 58 effect sizes (ESs) that were used to answer eight research questions concerning the impact of formally teaching spelling on spelling, phonological awareness, reading, and writing performance. An average weighted ES was calculated for each question and the quality of included studies was systematically evaluated. Results provided strong and consistent support for teaching spelling, as it improved spelling performance when compared to no/unrelated instruction (ES = 0.54) or informal/incidental approaches to improving spelling performance (ES = 0.43). Increasing the amount of formal spelling instruction also proved beneficial (ES = 0.70). Gains in spelling were maintained over time (ES = 0.53) and generalized to spelling when writing (ES = 0.94). Improvements in phonological awareness (ES = 0.51) and reading skills (ES = 0.44) were also found. The positive outcomes associated with formal spelling instruction were generally consistent, regardless of students' grade level or literacy skills.
Audience	Junior High Schools High Schools Middle Schools Primary Education Secondary Education Kindergarten Elementary Education Early Childhood Education
Author	Santangelo, Tanya Graham, Steve
Author_xml	– sequence: 1 givenname: Steve surname: Graham fullname: Graham, Steve email: steve.graham@asu.edu organization: Arizona State University – sequence: 2 givenname: Tanya surname: Santangelo fullname: Santangelo, Tanya organization: Arcadia University
BackLink	http://eric.ed.gov/ERICWebPortal/detail?accno=EJ1041016$$DView record in ERIC
BookMark	eNp9kU9rFTEUxYO04GvrB3AhBNy4aPTeSfLyspJS6z8KbnQd8jJ3Suq8zDPJWPrtm-eISEFXCZzfSc6954QdpSkRY88RXiOAeVMQUWkBqITVaAQ8YSvURgqwoI_YCmzXCWWMecpOSrkFgG6j5IrRu4kKL3sax5hueEyl5jnUOCW-89-Jlzr3lGrhW6qV8kJSLuc8k-9_XXzq-V2OTS1v-QXfUfXCJz_e1xga9TPS3Rk7HvxY6Nnv85R9e3_19fKjuP7y4dPlxbUISmEVNHRab72SfqNRoSSzsQP1mkBuDHR-DZZIkfEBoZeS2rQq9FttKZgg9SBP2avl3X2efsxUqtvFElpin2iai8P12lhprTUNffkIvZ3m3GI3Suu2Q6mwa9SLhaIcg9vnuPP53l19RlAIuG46LnrIUymZhj8MgjsU45ZiXIvqDsU4aB7zyBNi9YeV1-zj-F9ntzhL-yXdUP4r8z9ND3cLov0
CODEN	REWRE8
CitedBy_id	crossref_primary_10_1111_cdev_13049 crossref_primary_10_1080_10573569_2017_1326014 crossref_primary_10_1111_1467_9817_12067 crossref_primary_10_1016_j_cogpsych_2016_02_003 crossref_primary_10_3389_fpsyg_2020_00547 crossref_primary_10_1177_2381336917718834 crossref_primary_10_1016_j_lindif_2016_11_004 crossref_primary_10_1080_10573569_2015_1102111 crossref_primary_10_3389_fpsyg_2021_668139 crossref_primary_10_1002_trtr_1528 crossref_primary_10_22599_jesla_113 crossref_primary_10_1007_s11881_018_00172_4 crossref_primary_10_1080_02702711_2017_1415241 crossref_primary_10_1177_07410883211068753 crossref_primary_10_1007_s11881_021_00242_0 crossref_primary_10_7202_1058415ar crossref_primary_10_1080_10573569_2021_1965056 crossref_primary_10_1002_dys_1530 crossref_primary_10_1044_2024_LSHSS_23_00137 crossref_primary_10_1080_02103702_2020_1848089 crossref_primary_10_1007_s11145_021_10185_y crossref_primary_10_1007_s11145_021_10211_z crossref_primary_10_1007_BF03652025 crossref_primary_10_4000_rfp_5079 crossref_primary_10_1007_s11145_019_09963_6 crossref_primary_10_1177_07410883241286903 crossref_primary_10_1007_s11145_025_10658_4 crossref_primary_10_3389_fpsyg_2021_700604 crossref_primary_10_1002_trtr_1432 crossref_primary_10_1080_00461520_2019_1659794 crossref_primary_10_1177_0022219417708170 crossref_primary_10_7202_1108999ar crossref_primary_10_1007_s10648_021_09639_0 crossref_primary_10_1007_s11145_025_10684_2 crossref_primary_10_1016_j_asw_2017_10_002 crossref_primary_10_1007_s11145_015_9573_0 crossref_primary_10_1002_rrq_332 crossref_primary_10_3389_fpsyg_2020_01309 crossref_primary_10_16916_aded_1609631 crossref_primary_10_1007_s11145_019_09936_9 crossref_primary_10_1177_0022219420982995 crossref_primary_10_1080_00461520_2018_1513844 crossref_primary_10_1007_s11145_018_9817_x crossref_primary_10_1007_s11145_018_9854_5 crossref_primary_10_1080_01443410_2017_1414155 crossref_primary_10_1177_0022219417708168 crossref_primary_10_1016_j_learninstruc_2022_101635 crossref_primary_10_1016_j_jecp_2024_106019 crossref_primary_10_1080_19404158_2017_1398766 crossref_primary_10_1007_s40474_024_00293_z crossref_primary_10_1016_j_ridd_2021_104129 crossref_primary_10_1177_07319487251327223 crossref_primary_10_3102_00346543231178830 crossref_primary_10_1080_02702711_2025_2501576 crossref_primary_10_1002_dys_1608 crossref_primary_10_1080_09658211_2023_2248420 crossref_primary_10_1007_s11145_022_10301_6 crossref_primary_10_1080_00220671_2022_2031844 crossref_primary_10_1111_jedm_12236 crossref_primary_10_1016_j_cedpsych_2018_06_013 crossref_primary_10_1016_j_lindif_2018_02_002 crossref_primary_10_1002_rrq_194 crossref_primary_10_1007_s11145_022_10326_x crossref_primary_10_1111_1467_9817_12256 crossref_primary_10_1007_s10648_015_9330_6 crossref_primary_10_1002_pits_23156 crossref_primary_10_1007_s40688_019_00246_z crossref_primary_10_3389_fpsyg_2022_1059555 crossref_primary_10_1371_journal_pone_0281655 crossref_primary_10_1016_j_learninstruc_2018_03_006 crossref_primary_10_31464_jlere_1628481 crossref_primary_10_1007_s11145_020_10103_8 crossref_primary_10_30703_cije_1014397 crossref_primary_10_60027_iarj_2025_286490 crossref_primary_10_1080_19388071_2022_2130115 crossref_primary_10_1080_19404158_2023_2210602 crossref_primary_10_4000_11qeb crossref_primary_10_1007_s11145_016_9707_z crossref_primary_10_1111_1467_9817_12242 crossref_primary_10_1007_s11145_017_9751_3 crossref_primary_10_3390_educsci10110297 crossref_primary_10_1044_2019_AJSLP_18_0299 crossref_primary_10_1016_j_jecp_2024_105944 crossref_primary_10_1177_0022219415619753 crossref_primary_10_1017_S0958344023000150 crossref_primary_10_1080_00461520_2021_1951734 crossref_primary_10_1007_s11145_023_10415_5 crossref_primary_10_1016_j_asw_2022_100608 crossref_primary_10_1007_s11145_020_10114_5 crossref_primary_10_1007_s11145_024_10621_9 crossref_primary_10_1111_lit_12215 crossref_primary_10_1177_0022466917732777 crossref_primary_10_1007_s11145_022_10386_z crossref_primary_10_1016_j_cogdev_2020_100880 crossref_primary_10_1080_19411243_2021_1934227 crossref_primary_10_1177_10534512251316177 crossref_primary_10_1007_s10803_017_3385_9 crossref_primary_10_1177_15257401251325860 crossref_primary_10_3389_feduc_2024_1434336 crossref_primary_10_1080_10888438_2016_1276183 crossref_primary_10_1177_00222194251364836 crossref_primary_10_1016_j_compedu_2014_10_005 crossref_primary_10_1016_j_jsp_2022_07_002 crossref_primary_10_1080_10573569_2018_1526725 crossref_primary_10_1007_s11145_015_9541_8 crossref_primary_10_1007_s11145_024_10543_6 crossref_primary_10_1080_10888438_2024_2380272 crossref_primary_10_1002_pits_23223 crossref_primary_10_1080_19404158_2021_1881574 crossref_primary_10_1007_s11145_024_10593_w crossref_primary_10_1002_trtr_70015 crossref_primary_10_1016_j_edurev_2021_100408 crossref_primary_10_1007_s11145_023_10455_x crossref_primary_10_1080_02671522_2024_2414318 crossref_primary_10_1080_10888438_2023_2283636 crossref_primary_10_1177_00131245241293141 crossref_primary_10_17988_0198_7429_40_1_15 crossref_primary_10_1080_87565641_2025_2472060 crossref_primary_10_1038_s41539_017_0012_7 crossref_primary_10_1002_pits_22943 crossref_primary_10_1051_shsconf_202214300001 crossref_primary_10_1007_s11145_021_10202_0 crossref_primary_10_1080_02702711_2019_1674433 crossref_primary_10_1080_10888438_2018_1508213 crossref_primary_10_1002_bin_1701 crossref_primary_10_3389_fpsyg_2023_1231817 crossref_primary_10_1007_s11145_021_10188_9 crossref_primary_10_1080_00220973_2025_2530006 crossref_primary_10_4000_reperes_2346 crossref_primary_10_3102_0034654317746927 crossref_primary_10_3390_educsci14040421 crossref_primary_10_1007_s11145_025_10654_8 crossref_primary_10_1016_j_learninstruc_2024_101898 crossref_primary_10_1080_13670050_2025_2530209 crossref_primary_10_3389_fpsyg_2022_1039461 crossref_primary_10_1093_deafed_enz049 crossref_primary_10_1007_s11145_021_10179_w crossref_primary_10_1007_s11145_024_10627_3 crossref_primary_10_1007_s11145_017_9783_8 crossref_primary_10_1007_s11145_020_10017_5 crossref_primary_10_1080_17470218_2015_1062528 crossref_primary_10_1080_10573569_2021_1987362 crossref_primary_10_1080_2050571X_2024_2357450 crossref_primary_10_1080_09658416_2021_1949332 crossref_primary_10_1007_s11145_025_10692_2 crossref_primary_10_1007_s11145_015_9604_x crossref_primary_10_37213_cjal_2024_33618 crossref_primary_10_1016_j_cedpsych_2020_101856 crossref_primary_10_1007_s44217_025_00780_4 crossref_primary_10_3389_fpsyg_2020_00620 crossref_primary_10_1007_s11145_024_10587_8 crossref_primary_10_1177_0022219414552018 crossref_primary_10_1044_2018_LSHSS_STLT1_17_0122 crossref_primary_10_3389_fpsyg_2020_00868 crossref_primary_10_1080_10888438_2019_1579217 crossref_primary_10_1007_s11145_019_09977_0 crossref_primary_10_1111_cdep_12292 crossref_primary_10_1177_0741088317714234 crossref_primary_10_1007_s42010_023_00175_0 crossref_primary_10_1080_10888438_2025_2481064 crossref_primary_10_60027_jelr_2025_1624 crossref_primary_10_1080_02702711_2020_1768989 crossref_primary_10_1007_s11145_022_10283_5 crossref_primary_10_1007_s11145_015_9597_5 crossref_primary_10_1177_0040059917697250 crossref_primary_10_1016_j_stueduc_2025_101444 crossref_primary_10_1016_j_cedpsych_2023_102227 crossref_primary_10_1007_s11145_019_09965_4 crossref_primary_10_1080_0969594X_2022_2037509 crossref_primary_10_3917_lfa_230_0099 crossref_primary_10_1097_TLD_0000000000000169 crossref_primary_10_1080_09500782_2017_1296855 crossref_primary_10_1177_0014402921993406 crossref_primary_10_1007_s11145_024_10527_6 crossref_primary_10_1016_j_ridd_2022_104388 crossref_primary_10_1044_2023_LSHSS_22_00133 crossref_primary_10_1080_00461520_2018_1481406 crossref_primary_10_1177_0734282921999481 crossref_primary_10_1007_s11145_023_10460_0 crossref_primary_10_1007_s11145_019_10012_5 crossref_primary_10_1007_s11145_019_09976_1 crossref_primary_10_1007_s11145_018_9822_0 crossref_primary_10_1080_15377903_2022_2052218 crossref_primary_10_1007_s11145_023_10457_9 crossref_primary_10_1080_13670050_2017_1294143 crossref_primary_10_1007_s10648_021_09611_y crossref_primary_10_69569_jip_2024_0682 crossref_primary_10_64546_jaasep_523 crossref_primary_10_1080_10573569_2024_2406005 crossref_primary_10_1177_0963721420951585 crossref_primary_10_1177_00400599241242100 crossref_primary_10_1017_jgc_2019_35 crossref_primary_10_1080_10573569_2016_1165639 crossref_primary_10_1007_s10648_015_9335_1 crossref_primary_10_1007_s11145_018_9928_4 crossref_primary_10_1007_s11145_019_09938_7 crossref_primary_10_1002_trtr_1857 crossref_primary_10_1007_s11145_018_9818_9 crossref_primary_10_1007_s11145_022_10256_8 crossref_primary_10_1044_2020_LSHSS_19_00009 crossref_primary_10_1080_00220973_2020_1861422 crossref_primary_10_1044_2018_LSHSS_DYSLC_18_0024 crossref_primary_10_61508_refl_v32i2_282999 crossref_primary_10_1016_j_learninstruc_2023_101780
Cites_doi	10.2307/1511269 10.1598/RRQ.39.2.4 10.1037/0022-0663.94.4.669 10.1037/0022-0663.94.2.291 10.58680/rte198815545 10.1207/S1532799XSSR0703_6 10.1080/0270271890100204 10.17763/haer.81.4.t2k0m13756113566 10.1037/0033-2909.92.2.490 10.17161/foec.v44i4.6687 10.1016/j.learninstruc.2009.02.025 10.1080/0144341840040401 10.1086/461085 10.53841/bpsecp.2002.19.4.91 10.1177/002246699502900301 10.1037/a0012544 10.1037/0022-0663.90.4.587 10.1007/BF01323630 10.3102/0034654310396719 10.1037/0022-0663.99.3.445 10.1086/461334 10.3102/0002831208319722 10.1037/a0029185 10.1177/016146812602700703 10.1007/s11145-011-9310-2 10.1177/0741088388005003003 10.17161/foec.v12i2.7150 10.1002/9780470743386 10.3102/0013189X019008007 10.1016/0022-4405(91)90016-K 10.1016/j.learninstruc.2009.10.002 10.1037/0022-0663.92.2.235 10.1177/0741932512448254 10.1111/j.1467-8624.2008.01166.x 10.4324/9781410604583 10.1177/00222194060390060501 10.1080/10862968709547585 10.4135/9781412984980 10.1901/jaba.1993.26-281 10.1111/j.1540-4781.1989.tb05325.x 10.1207/s1532799xssr0902_4 10.1348/000709905X66035 10.1207/s1532799xssr0902_3 10.1177/00222194060390050701 10.1111/j.1745-3984.1969.tb00665.x 10.1007/s11881-010-0035-8 10.1007/s11881-010-0041-x 10.1016/j.sbspro.2011.11.385 10.1207/S15326985EP3501_5 10.1080/00220973.1997.10806605 10.1016/j.learninstruc.2005.12.005 10.1086/651193 10.1007/s10674-005-4491-8 10.1093/oso/9780195062199.001.0001 10.1086/461618 10.3102/1076998606298043 10.1037/a0012656 10.1080/00220671.1963.10882958 10.56021/9780801834431 10.2307/1511268 10.3102/0162373707299706 10.1016/j.jecp.2010.04.009
ContentType	Journal Article
Copyright	Springer Science+Business Media Dordrecht 2014
Copyright_xml	– notice: Springer Science+Business Media Dordrecht 2014
DBID	AAYXX CITATION 7SW BJH BNH BNI BNJ BNO ERI PET REK WWN 0-V 3V. 7T9 7XB 88B 8FK 8G5 ABUWG AFKRA AHOVV AIMQZ ALSLI AZQEC BENPR CCPQU CJNVE CPGLG CRLPW DWQXO GNUQQ GUQSH LIQON M0P M2O MBDVC PHGZM PHGZT PKEHL PMKZF PQEDU PQEST PQQKQ PQUKI PRINS PRQQA Q9U
DOI	10.1007/s11145-014-9517-0
DatabaseName	CrossRef ERIC ERIC (Ovid) ERIC ERIC ERIC (Legacy Platform) ERIC( SilverPlatter ) ERIC ERIC PlusText (Legacy Platform) Education Resources Information Center (ERIC) ERIC ProQuest Social Sciences Premium Collection【Remote access available】 ProQuest Central (Corporate) Linguistics and Language Behavior Abstracts (LLBA) ProQuest Central (purchase pre-March 2016) Education Database (Alumni Edition) ProQuest Central (Alumni) (purchase pre-March 2016) ProQuest Research Library ProQuest Central (Alumni) ProQuest Central UK/Ireland Education Research Index ProQuest One Literature Social Science Premium Collection ProQuest Central Essentials ProQuest Central ProQuest One Community College Education Collection Linguistics Collection Linguistics Database ProQuest Central Korea ProQuest Central Student ProQuest Research Library ProQuest One Literature ProQuest - Education Database‎ Research Library Research Library (Corporate) ProQuest Central Premium ProQuest One Academic ProQuest One Academic Middle East (New) ProQuest Digital Collections ProQuest One Education ProQuest One Academic Eastern Edition (DO NOT USE) ProQuest One Academic (retired) ProQuest One Academic UKI Edition ProQuest Central China ProQuest One Social Sciences ProQuest Central Basic
DatabaseTitle	CrossRef ERIC ProQuest One Education Research Library Prep ProQuest Central Student ProQuest One Academic Middle East (New) ProQuest Central Essentials ProQuest Central (Alumni Edition) ProQuest One Community College Research Library (Alumni Edition) ProQuest Central China ProQuest Central Linguistics Collection ProQuest Central Korea ProQuest Research Library ProQuest Central (New) Social Science Premium Collection ProQuest One Literature - U.S. Customers Only Education Collection ProQuest One Social Sciences ProQuest Central Basic ProQuest One Literature ProQuest Education Journals ProQuest One Academic Eastern Edition Linguistics and Language Behavior Abstracts (LLBA) ProQuest Digital Collections ProQuest Social Sciences Premium Collection ProQuest One Academic UKI Edition Linguistics Database ProQuest One Academic ProQuest Education Journals (Alumni Edition) ProQuest One Academic (New) ProQuest Central (Alumni)
DatabaseTitleList	Linguistics and Language Behavior Abstracts (LLBA) ProQuest One Education ERIC
Database_xml	– sequence: 1 dbid: BENPR name: ProQuest Central url: https://www.proquest.com/central sourceTypes: Aggregation Database
DeliveryMethod	fulltext_linktorsrc
Discipline	Languages & Literatures Education Psychology
EISSN	1573-0905
ERIC	EJ1041016
EndPage	1743
ExternalDocumentID	3421342071 EJ1041016 10_1007_s11145_014_9517_0
GeographicLocations	New York United States--US
GeographicLocations_xml	– name: New York – name: United States--US
GroupedDBID	-51 -5C -5G -BR -EM -W8 -Y2 -~C -~X .86 .GO .VR 0-V 06D 0R~ 0VY 123 199 1N0 1SB 203 28- 29P 2J2 2JN 2JY 2KG 2KM 2LR 2P1 2VQ 2~H 30V 3V. 4.4 406 408 409 40D 40E 5QI 5VS 67Z 6NX 78A 8G5 8TC 8UJ 95- 95. 95~ 96X AAAVM AABHQ AACDK AAHNG AAHSB AAIAL AAJBT AAJKR AANTL AANZL AARHV AARTL AASML AATNV AATVU AAUYE AAWCG AAYIU AAYQN AAYTO AAYZH ABAKF ABBBX ABBXA ABDZT ABECU ABFTV ABHLI ABHQN ABIVO ABJNI ABJOX ABKCH ABKTR ABLJU ABMNI ABMQK ABNWP ABQBU ABQSL ABSXP ABTEG ABTHY ABTKH ABTMW ABULA ABUWG ABWNU ABXPI ACAOD ACBXY ACDTI ACGFS ACHQT ACHSB ACHXU ACKNC ACMDZ ACMLO ACOKC ACOMO ACPIV ACWXD ACYUM ACZOJ ADHHG ADHIR ADIMF ADINQ ADKNI ADKPE ADRFC ADTPH ADURQ ADYFF ADZKW AEBTG AEFIE AEFQL AEGAL AEGNC AEJHL AEJRE AEKMD AEMSY AEOHA AEPYU AESKC AETLH AEVLU AEXYK AFBBN AFDYV AFEXP AFGCZ AFKRA AFLOW AFQWF AFWTZ AFZKB AGAYW AGDGC AGGDS AGJBK AGMZJ AGQEE AGQMX AGRTI AGWIL AGWZB AGYKE AHAVH AHBYD AHSBF AHYZX AIAKS AIGIU AIIXL AILAN AIMQZ AITGF AJBLW AJRNO AJZVZ ALMA_UNASSIGNED_HOLDINGS ALSLI ALWAN AMKLP AMXSW AMYLF AMYQR AOCGG ARALO ARMRJ ASPBG AVWKF AXYYD AYQZM AZFZN AZQEC B-. BA0 BBWZM BDATZ BENPR BGNMA BPHCQ BSONS CAG CCPQU CJNVE COF CPGLG CRLPW CS3 CSCUP DDRTE DL5 DNIVK DPUIP DU5 DWQXO EBLON EBS EDJ EIOEI EJD ESBYG F5P FEDTE FERAY FFXSO FIGPU FINBP FNLPD FRRFC FSGXE FWDCC GGCAI GGRSB GJIRD GNUQQ GNWQR GQ6 GQ7 GQ8 GUQSH GXS H13 HF~ HG5 HG6 HMJXF HQYDN HRMNR HVGLF HZ~ I09 IHE IJ- IKXTQ ITM IWAJR IXC IZIGR IZQ I~X I~Z J-C J0Z JBSCW JCJTX JZLTJ KDC KOV KOW LAK LIQON LLZTM M0P M2O M4Y MA- N2Q NB0 NDZJH NPVJJ NQJWS NU0 O-J O9- O93 O9G O9I OAM OHT OVD P19 P2P P9Q PF- PQEDU PQQKQ PROAC PT4 PT5 Q2X QF4 QM7 QN7 QOK QOS R-Y R4E R89 R9I RHV RIG RNI ROL RPX RSV RZC RZE RZK S16 S1Z S26 S27 S28 S3B SAP SCLPG SDA SDH SDM SHS SHX SISQX SJYHP SNE SNPRN SNX SOHCF SOJ SPISZ SRMVM SSLCW STPWE SZN T13 T16 TEORI TSG TSK TSV TUC U2A UG4 UOJIU UTJUX UZXMN VC2 VFIZW W23 W48 WH7 WIP WK6 WK8 XKC YLTOR Z45 ZMTXR ZWUKE ~A9 ~EX AAPKM AAWJA AAYXX ABBRH ABDBE ABFSG ABRTQ ACSTC ADHKG AEZWR AFDZB AFFHD AFHIU AFOHR AGQPQ AHPBZ AHWEU AIXLP ATHPR AYFIA CITATION PHGZM PHGZT PMKZF PRQQA 7SW BJH BNH BNI BNJ BNO ERI PET REK WWN 7T9 7XB 8FK AHOVV MBDVC PKEHL PQEST PQUKI PRINS Q9U PUEGO
ID	FETCH-LOGICAL-c441t-ef255ba43a851413e789fed5e038702a609ee4e7ac10d33e0144cdb59ec7c35f3
IEDL.DBID	BENPR
ISICitedReferencesCount	237
ISICitedReferencesURI	http://www.webofscience.com/api/gateway?GWVersion=2&SrcApp=Summon&SrcAuth=ProQuest&DestLinkType=CitingArticles&DestApp=WOS_CPL&KeyUT=000341748600010&url=https%3A%2F%2Fcvtisr.summon.serialssolutions.com%2F%23%21%2Fsearch%3Fho%3Df%26include.ft.matches%3Dt%26l%3Dnull%26q%3D
ISSN	0922-4777
IngestDate	Fri Sep 05 12:03:48 EDT 2025 Tue Nov 11 05:32:17 EST 2025 Tue Dec 02 16:19:22 EST 2025 Tue Nov 18 22:04:15 EST 2025 Sat Nov 29 01:40:31 EST 2025 Fri Feb 21 02:33:19 EST 2025
IsDoiOpenAccess	false
IsOpenAccess	false
IsPeerReviewed	true
IsScholarly	true
Issue	9
Keywords	Writing Reading Spelling Meta-analysis
Language	English
LinkModel	DirectLink
MergedId	FETCHMERGED-LOGICAL-c441t-ef255ba43a851413e789fed5e038702a609ee4e7ac10d33e0144cdb59ec7c35f3
Notes	ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 14 content type line 23
PQID	1559513412
PQPubID	326240
PageCount	41
ParticipantIDs	proquest_miscellaneous_1667939997 proquest_journals_1559513412 eric_primary_EJ1041016 crossref_primary_10_1007_s11145_014_9517_0 crossref_citationtrail_10_1007_s11145_014_9517_0 springer_journals_10_1007_s11145_014_9517_0
PublicationCentury	2000
PublicationDate	2014-10-01
PublicationDateYYYYMMDD	2014-10-01
PublicationDate_xml	– month: 10 year: 2014 text: 2014-10-01 day: 01
PublicationDecade	2010
PublicationPlace	Dordrecht
PublicationPlace_xml	– name: Dordrecht
PublicationSubtitle	An Interdisciplinary Journal
PublicationTitle	Reading & writing
PublicationTitleAbbrev	Read Writ
PublicationYear	2014
Publisher	Springer Netherlands Springer Springer Nature B.V
Publisher_xml	– name: Springer Netherlands – name: Springer – name: Springer Nature B.V
References	GordonJVaughnSSchummJSSpelling interventions: A review of literature and implications for instruction for students with learning disabilitiesLearning Disabilities Research and Practice19938175181 Lougheed, J. A. (1980). Training of self-study spelling strategies and their effectiveness on fourth grade students (Unpublished master’s thesis). Brockport, NY: State University College at Brockport. DatchukSMKubinaRMA review of teaching sentence-level writing skills to students with writing difficulties and learning disabilitiesRemedial and Special Education20123418019210.1177/0741932512448254 Pittman, R. T. (2007). Improving spelling ability among speakers of African American vernacular English: An intervention based on phonological, morphological, and orthographic principle (Unpublished doctoral dissertation). College Station, TX: Texas A&M University. CampbellDTStanleyJCExperimental and quasi-experimental designs for research1966Boston, MAHoughton Mifflin Company ScardamaliaMBereiterCWittrockMWritten compositionHandbook of research on teaching19863New York, NYMacMillan778803 Frank, A. R. (2008). The effect of instruction in orthographic conventions and morphological features on the reading fluency and comprehension skills of high school freshmen (Unpublished doctoral dissertation). San Francisco, CA: The University of San Francisco. Sussman, G. L., (1998). The effects of phonological constructed spelling on first graders’ literacy development (Unpublished doctoral dissertation). New York, NY: Fordham University. Cortina, J. M., & Nouri, H. (2000). Effect size for ANOVA designs (Sage University Paper Series on Quantitative Applications in the Social Sciences, 07-129). Thousand Oaks, CA: Sage. HendersonETeaching spelling19902Boston, MAHoughton Mifflin HammillDLarsenSMcNuttGThe effects of spelling instruction: A preliminary studyElementary School Journal197778677210.1086/461085 BerningerVCoordinating transcription and text generation in working memory during composing: Automatic and constructive processesLearning Disability Quarterly1999229911210.2307/1511269 Butyniec-Thomas, J., & Woloshyn, V. E. (1997). The effects of explicit-strategy and whole-language instruction on students’ spelling ability. Journal of Experimental Education, 65, 293–302. GatesAA modern systematic versus an opportunistic method of teachingTeachers College Record192627679700 Butkovich, J. (2003). Differences in the spelling proficiency of first graders using the “buddy system” method versus a more traditional spelling approach (Unpublished master’s thesis). Atlanta, GA: Mercer University. GrahamSEffective spelling instructionElementary School Journal19838356056810.1086/461334 Weber, W. R., & Henderson, E. H. (1989). A computer-based program of word study: Effects on reading and spelling. Reading Psychology, 10, 157–171. GleserLJOlkinICooperHHedgesLVValentineJCStochastically dependent effect sizesThe handbook of research syntheses and meta-analyses20092New York, NYRussell Sage357376 Diaz, I. (2010). The effect of morphological instruction in improving the spelling, vocabulary, and reading comprehension of high school English language learners (ELLs) (Unpublished doctoral dissertation). Cypress, CA: Trident University International. PerfettiCPerfettiCARiebenLRoyolMThe psycholinguistics of spelling and readingLearning to spell1997Hillsdale, NJErlbaum2138 Nollau, C. B. (1974). A comparison of a linguistic approach to spelling and the test-study method of instruction in spelling (Unpublished doctoral dissertation). State College, PA: The Pennsylvania State University. Moats, L. (2005/2006). How spelling supports reading: And why it is more regular and predictable than you may think. American Educator, Winter, 12–43. Devonshire, V. & Fluck, M. (2010). Spelling development: Fine-tuning strategy-use and capitalising on the connections between words. Learning and Instruction, 20, 361–371. Mason, G. P. (1959). Word discrimination drill and spelling: An experimental study of the effect on spelling of drill in word discrimination (Unpublished doctoral dissertation). Pullman, WA: State College of Washington. LipseyMWWilsonDBPractical meta-analysis2001Thousand Oaks, CASage Louis, R. N. (1950). A study of spelling growth in two different teaching procedures (Unpublished master’s thesis). Ellensburg, WA: Central Washington College. HornTEbelRLSpellingEncyclopedia of educational research19694New York, NYMacmillan12821299 WanzekJVaughnSWexlerJSwansonEAEdmondsMKimAA synthesis of spelling and reading interventions and their effects on the spelling outcomes of students with LDJournal of Learning Disabilities20063952854310.1177/00222194060390060501 HedgesLVHedbergECIntraclass correlation values for planning group-randomized trials in educationEducational Evaluation and Policy Analysis200729608710.3102/0162373707299706 Ouellette, G., & Sénéchal, M. (2010). Invented spelling: An intervention strategy for kindergarten. Retrieved from Canadian Council of Learning website: http://www.ccl-cca.ca/CCL/Research/FundedResearch/201010OOuelletteSpelling.html. Simle, M. A. (1992). The effects of guided and unguided creative writing activities on spelling achievement in fifth grade (Unpublished doctoral dissertation). Minneapolis, MN: University of Minnesota. Conrad, N. J. (2008). From reading to spelling and spelling to reading: Transfer goes both ways. Journal of Educational Psychology, 100, 869–878. Reutzel, D. R., Fawson, P. C., & Smith, J. A. (2006). Words to Go!: Evaluating a first-grade parent involvement program for “making” words at home. Literacy Research and Instruction, 45, 119–159. Horn, P. L. (1985). Spelling in written context: An evaluation of instructional emphasis on student achievement (Unpublished doctoral dissertation). Flagstaff, AZ: Northern Arizona University. GrahamSMorphyPHarrisKFink-ChorzempaBSaddlerBMoranSMasonLTeaching spelling in the primary grades: A national survey of instructional practices and adaptationsAmerican Educational Research Journal20084579682510.3102/0002831208319722 LoomerBFitzsimmonsRStregeMSpelling research and practice: Teacher’s edition1990Iowa City, IAUseful Learning Shippen, M. E., Reilly, A., & Dunn, C. (2008). The effects of the intensity of spelling instruction for elementary students at risk for school failure. Journal of Direct Instruction, 8, 19–28. EhriLCLearning to read words: Theory, findings and issuesScientific Studies of Reading2005916718810.1207/s1532799xssr0902_4 GoodmanKGoodmanYSpelling ability of a self-taught reader. Language and literacy: The selected writings of Kenneth S. Goodman1982LondonGollash IvernizziMHayesLDevelopmental-spelling research: A systematic imperativeReading Research Quarterly20043921622810.1598/RRQ.39.2.4 Hall, D. P., Cunningham, P. M., & Cunningham, J. W. (1995). Multilevel spelling instruction in third-grade classrooms. In K. A. Hinchman, D. L. Leu, and C. Kinzer (Eds.), Perspectives on literacy research and practice (pp. 384–389). Chicago, IL: National Reading Council. Berninger, V. W., Vaughan, K., Abbott, R. D., Begay, K., Byrd, K., Curtin, G., et al. (2002). Teaching spelling and composition alone and together: Implications for the simple view of writing. Journal of Educational Psychology, 94, 291–304. Wilson, B. L. (1947). The effect of the incidental teaching of spelling in two tenth-grade social studies classes (Unpublished master’s thesis). Boston, MA: Boston University. TukeyJWExploratory data analysis1977Reading, MAAddison-Wesley Ise, E. & Schulte-Körne, G. (2010). Spelling deficits in dyslexia: Evaluation of an orthographic spelling training. Annals of Dyslexia, 60, 18–39. Ouellette, G. (2010). Orthographic learning in learning to spell: The roles of semantics and type of practice. Journal of Experimental Child Psychology, 107, 50–58. EdelskyCWhose agenda is this anyway? A response to McKenna, Robinson, and MillerEducational Researcher19901971110.3102/0013189X019008007 GoodwinAPAhnSA meta-analysis of morphological interventions: Effects on literacy achievement of children with literacy difficultiesAnnals of Dyslexia20106018320810.1007/s11881-010-0041-x PressleyMGrahamSHarrisKRThe state of educational intervention researchBritish Journal of Educational Psychology20067611910.1348/000709905X66035 RiceJScientific management in education1913New York, NYHinds, Noble, & Elderedge GrahamSHarrisKRHebertMIt is more than just the message: Analysis of presentation effects in scoring writingFocus on Exceptional Children2011444112 RahimOf, F., Amiri, S., Aboutalebi, M., & Molavi, H. (2011). The effects of multi-sensory training on spelling disability of gifted, primary school students. Procedia Social and Behavioral Sciences, 29, 1457–1461. Wagner, J. H. (1978). Peer teaching in spelling: An experimental study in selected Seventh-day Adventist high schools (Unpublished doctoral dissertation). Gainesville, FL: University of Florida. FitzgeraldJShanahanTReading and writing relations and their developmentEducational Psychologist200035395010.1207/S15326985EP3501_5 Martins, M. A., & Silva, C. (2006). The impact of invented spelling on phonemic awareness. Learning and Instruction, 16, 41–56. McElwee, G. W. (1974). Systematic instruction in proofreading for spelling and its effects on fourth and sixth grade composition (Unpublished doctoral dissertation). Madison, WI: University of Wisconsin. EdelskyCAltwergerBFloresBWhole language: What’s the difference?1991Portsmouth, NHHeinemann KrashenSWe acquire vocabulary and spelling by reading: Additional evidence for the input hypothesisModern Language Journal19897344046410.1111/j.1540-4781.1989.tb05325.x EhriLLearning to read and spell wordsJournal of Reading Behavior198719531 ClarkeLInvented versus traditional spelling in first graders’ writing: Effects on learning to spell and readResearch in the Teaching of English198822281309 Jurka, P. A. (1992). The effects of invented spelling and direct spelling instruction on the spelling ability of first grade students (Unpublished master’s thesis). Chicago, IL: Chicago S 9517_CR114 9517_CR115 9517_CR116 LV Hedges (9517_CR59) 1985 9517_CR118 S Wilde (9517_CR120) 1990; 90 S Krashen (9517_CR75) 1991; 91–92 9517_CR54 J Wanzek (9517_CR117) 2006; 39 9517_CR110 9517_CR111 LC Ehri (9517_CR30) 2005; 9 M Pressley (9517_CR97) 2006; 76 C Edelsky (9517_CR28) 1991 A Brown (9517_CR11) 1990; 2 L Moats (9517_CR85) 1995 S Graham (9517_CR48) 2011; 44 M Bornstein (9517_CR10) 2009 K Goodman (9517_CR39) 1982 E Horn (9517_CR64) 1944; 21 E Henderson (9517_CR60) 1990 R Treiman (9517_CR112) 1993 D Cummings (9517_CR21) 1988 J Gordon (9517_CR41) 1993; 8 S Graham (9517_CR42) 1983; 83 C Edelsky (9517_CR27) 1990; 19 LV Hedges (9517_CR58) 2007; 29 9517_CR45 9517_CR121 9517_CR122 9517_CR47 9517_CR46 R Allred (9517_CR2) 1977 S Graham (9517_CR44) 2000; 92 S Krashen (9517_CR73) 1989; 73 D McCutchen (9517_CR83) 1988; 5 A Gates (9517_CR35) 1926; 27 9517_CR70 9517_CR72 9517_CR71 9517_CR74 MW Lipsey (9517_CR76) 2001 C Perfetti (9517_CR95) 1997 9517_CR78 J Rice (9517_CR101) 1913 9517_CR79 JC Marshall (9517_CR80) 1969; 6 S Graham (9517_CR52) 2008; 45 M Adams (9517_CR1) 1990 WR Shadish (9517_CR106) 1999 O Cornman (9517_CR19) 1902 9517_CR63 DT Campbell (9517_CR15) 1966 AP Goodwin (9517_CR40) 2010; 60 9517_CR67 9517_CR66 9517_CR69 9517_CR90 LV Hedges (9517_CR56) 1982; 92 9517_CR92 9517_CR91 9517_CR94 9517_CR93 S Graham (9517_CR50) 2012; 104 9517_CR96 B Weiser (9517_CR119) 2011; 81 9517_CR98 B Schlagel (9517_CR104) 2007 9517_CR12 L Ehri (9517_CR29) 1987; 19 9517_CR99 9517_CR14 9517_CR13 9517_CR16 9517_CR18 R Fitzsimmons (9517_CR32) 1977 B Loomer (9517_CR77) 1990 S Graham (9517_CR43) 1999; 22 W Bean (9517_CR5) 1987 S Graham (9517_CR51) 1979; 12 JW Tukey (9517_CR113) 1977 L Clarke (9517_CR17) 1988; 22 M Gettinger (9517_CR36) 1993; 26 9517_CR81 9517_CR82 9517_CR84 9517_CR87 LV Hedges (9517_CR57) 2007; 32 9517_CR86 9517_CR89 9517_CR88 LJ Gleser (9517_CR38) 2009 9517_CR9 9517_CR8 T Horn (9517_CR65) 1969 9517_CR4 J Fitzgerald (9517_CR31) 2000; 35 9517_CR3 R Hillerich (9517_CR61) 1971; 48 V Berninger (9517_CR6) 1999; 22 S Graham (9517_CR49) 2011; 81 F Smith (9517_CR109) 1982 V Berninger (9517_CR7) 1991; 29 9517_CR34 9517_CR33 M Scardamalia (9517_CR103) 1986 G Hillocks (9517_CR62) 1986 S Graham (9517_CR53) 2007; 99 L Cutler (9517_CR22) 2008; 100 9517_CR105 9517_CR107 D Hammill (9517_CR55) 1977; 78 9517_CR108 9517_CR20 J Gilbert (9517_CR37) 2010; 110 9517_CR100 9517_CR25 9517_CR24 9517_CR102 SM Datchuk (9517_CR23) 2012; 34 9517_CR26 M Ivernizzi (9517_CR68) 2004; 39
References_xml	– reference: Kirkbride, S., & Wright, B. C. (2002). The role of analogy use in improving early spelling performance. Educational and Child Psychology, 19, 91–101. – reference: Lougheed, J. A. (1980). Training of self-study spelling strategies and their effectiveness on fourth grade students (Unpublished master’s thesis). Brockport, NY: State University College at Brockport. – reference: Rieben, L., Ntamakiliro, L. Gonthier, B., & Fayol, M. (2005). Effects of various early writing practices on reading and spelling. Scientific Studies of Reading, 9, 145–166. – reference: ClarkeLInvented versus traditional spelling in first graders’ writing: Effects on learning to spell and readResearch in the Teaching of English198822281309 – reference: RahimOf, F., Amiri, S., Aboutalebi, M., & Molavi, H. (2011). The effects of multi-sensory training on spelling disability of gifted, primary school students. Procedia Social and Behavioral Sciences, 29, 1457–1461. – reference: Horn, P. L. (1985). Spelling in written context: An evaluation of instructional emphasis on student achievement (Unpublished doctoral dissertation). Flagstaff, AZ: Northern Arizona University. – reference: Turco, T. L. (1987). Acceptability and effectiveness of group contingencies for improving spelling achievement (Unpublished doctoral dissertation). Baton Rouge, LA: Louisiana State University. – reference: Butkovich, J. (2003). Differences in the spelling proficiency of first graders using the “buddy system” method versus a more traditional spelling approach (Unpublished master’s thesis). Atlanta, GA: Mercer University. – reference: MarshallJCPowersJMWriting neatness, composition errors, and essay gradesJournal of Educational Measurement196969710110.1111/j.1745-3984.1969.tb00665.x – reference: McCutchenD“Functional automaticity” in children’s writing: A problem of metacognitive controlWritten Communication1988530632410.1177/0741088388005003003 – reference: O’Connor, R. E. & Jenkins, J. R. (1995). Improving the generalization of sound/symbol knowledge: Teaching spelling to kindergarten children with disabilities. Journal of Special Education, 29, 255–275. – reference: GettingerMEffects of invented spelling and direct instruction on spelling performance of second-grade boysJournal of Applied Behavior Analysis19932628129110.1901/jaba.1993.26-281 – reference: EdelskyCAltwergerBFloresBWhole language: What’s the difference?1991Portsmouth, NHHeinemann – reference: Burzenski, C. (1990). The effects of structured writing on the vocabulary and spelling achievement of second grade students (Unpublished master’s thesis). Bellingham, WA: Western Washington University. – reference: TukeyJWExploratory data analysis1977Reading, MAAddison-Wesley – reference: FitzgeraldJShanahanTReading and writing relations and their developmentEducational Psychologist200035395010.1207/S15326985EP3501_5 – reference: HedgesLVEffect sizes in cluster-randomized designsJournal of Educational and Behavioral Statistics20073234137010.3102/1076998606298043 – reference: CampbellDTStanleyJCExperimental and quasi-experimental designs for research1966Boston, MAHoughton Mifflin Company – reference: HillerichREvaluation of written language. Elementary English197148839842 – reference: Louis, R. N. (1950). A study of spelling growth in two different teaching procedures (Unpublished master’s thesis). Ellensburg, WA: Central Washington College. – reference: HedgesLVHedbergECIntraclass correlation values for planning group-randomized trials in educationEducational Evaluation and Policy Analysis200729608710.3102/0162373707299706 – reference: Stephens, M., & Hudson, A. (1984). A comparison of the effects of direct instruction and remedial English classes on the spelling skills of secondary students. Educational Psychology, 4, 261–267. – reference: Andrews, L. (1984). Visual imagery training and encoding (spelling) performance in third grade students (Unpublished doctoral dissertation). Rutgers, the State University of New Jersey, New Brunswick, NJ. – reference: Sénéchal, M., Ouellette, G., Pagan, S., & Lever, R. (2012). The role of invented spelling on learning to read in low-phoneme awareness kindergartners: A randomized-control–trial study. Reading and Writing: An Interdisciplinary Journal, 25, 917–934. – reference: Berninger, V. W., Vaughan, K., Abbott, R. D., Begay, K., Byrd, K., Curtin, G., et al. (2002). Teaching spelling and composition alone and together: Implications for the simple view of writing. Journal of Educational Psychology, 94, 291–304. – reference: WanzekJVaughnSWexlerJSwansonEAEdmondsMKimAA synthesis of spelling and reading interventions and their effects on the spelling outcomes of students with LDJournal of Learning Disabilities20063952854310.1177/00222194060390060501 – reference: HillocksGResearch on written composition: New directions for teaching1986Urbana, ILNational Council of Teachers of English – reference: Davis, L. H. (2000). The effects of rime-based analogy training on word reading and spelling of first-grade children with good and poor phonological awareness (Unpublished doctoral dissertation). Evanston, IL: Northwestern University. – reference: WeiserBMathesPUsing encoding instruction to improve the reading and spelling performances of elementary students at risk for literacy difficulties: A best-evidence synthesisReview of Educational Research20118117020010.3102/0034654310396719 – reference: Diaz, I. (2010). The effect of morphological instruction in improving the spelling, vocabulary, and reading comprehension of high school English language learners (ELLs) (Unpublished doctoral dissertation). Cypress, CA: Trident University International. – reference: Norton, P., & Heiman, B. (1988). Computer literacy and communication disordered students: A research study. Educational Technology, 28(9), 36–41. – reference: Jurka, P. A. (1992). The effects of invented spelling and direct spelling instruction on the spelling ability of first grade students (Unpublished master’s thesis). Chicago, IL: Chicago State University. – reference: GrahamSPerinDA meta-analysis of writing instruction for adolescent studentsJournal of Educational Psychology20079944547610.1037/0022-0663.99.3.445 – reference: Cortina, J. M., & Nouri, H. (2000). Effect size for ANOVA designs (Sage University Paper Series on Quantitative Applications in the Social Sciences, 07-129). Thousand Oaks, CA: Sage. – reference: GrahamSShould the natural learning approach replace traditional spelling instructionJournal of Educational Psychology20009223524710.1037/0022-0663.92.2.235 – reference: Shippen, M. E., Reilly, A., & Dunn, C. (2008). The effects of the intensity of spelling instruction for elementary students at risk for school failure. Journal of Direct Instruction, 8, 19–28. – reference: Pittman, R. T. (2007). Improving spelling ability among speakers of African American vernacular English: An intervention based on phonological, morphological, and orthographic principle (Unpublished doctoral dissertation). College Station, TX: Texas A&M University. – reference: Mason, G. P. (1959). Word discrimination drill and spelling: An experimental study of the effect on spelling of drill in word discrimination (Unpublished doctoral dissertation). Pullman, WA: State College of Washington. – reference: Ouellette, G. (2010). Orthographic learning in learning to spell: The roles of semantics and type of practice. Journal of Experimental Child Psychology, 107, 50–58. – reference: Catterall, M. M. (1957). An evaluation of the effectiveness of spelling enrichment exercises as an aid to learning and retention in grade VII (Unpublished master’s thesis). Boston, MA: Boston University. – reference: GoodmanKGoodmanYSpelling ability of a self-taught reader. Language and literacy: The selected writings of Kenneth S. Goodman1982LondonGollash – reference: ShadishWRRobinsonLCongxiaoLES: A computer program for effect size calculation1999Memphis, TNUniversity of Memphis – reference: LoomerBFitzsimmonsRStregeMSpelling research and practice: Teacher’s edition1990Iowa City, IAUseful Learning – reference: EhriLLearning to read and spell wordsJournal of Reading Behavior198719531 – reference: Radaker, L. D. (1963). The effect of visual imagery upon spelling performance. Journal of Educational Research, 56, 370–372. – reference: GrahamSHandwriting and spelling instruction for students with learning disabilities: A reviewLearning Disability Quarterly199922789810.2307/1511268 – reference: Graham, S., & Harris, K. R. (2005, February). The impact of handwriting and spelling instruction on the writing and reading performance of at-risk first grade writers. Paper presented at the Pacific Coast Research Conference, Coronado, CA. – reference: BerningerVCoordinating transcription and text generation in working memory during composing: Automatic and constructive processesLearning Disability Quarterly1999229911210.2307/1511269 – reference: Simle, M. A. (1992). The effects of guided and unguided creative writing activities on spelling achievement in fifth grade (Unpublished doctoral dissertation). Minneapolis, MN: University of Minnesota. – reference: CutlerLGrahamSPrimary grade writing instruction: A national surveyJournal of Educational Psychology200810090791910.1037/a0012656 – reference: RiceJScientific management in education1913New York, NYHinds, Noble, & Elderedge – reference: AllredRSpelling: The application of research findings1977Washington, DCNational Education Association – reference: CummingsDAmerican English spelling1988BaltimoreJohn Hopkins University Press – reference: MoatsLSpelling development, disabilities, and instruction1995Baltimore, MDYork – reference: Moats, L. (2005/2006). How spelling supports reading: And why it is more regular and predictable than you may think. American Educator, Winter, 12–43. – reference: Wagner, J. H. (1978). Peer teaching in spelling: An experimental study in selected Seventh-day Adventist high schools (Unpublished doctoral dissertation). Gainesville, FL: University of Florida. – reference: GrahamSMcKeownDKiuharaSHarrisKRA meta-analysis of writing instruction for students in the elementary gradesJournal of Educational Psychology201210487989610.1037/a0029185 – reference: TreimanRBeginning to spell1993New York, NYOxford University Press – reference: HornTEbelRLSpellingEncyclopedia of educational research19694New York, NYMacmillan12821299 – reference: CornmanOSpelling in the elementary school: An experimental and statistical analysis1902Boston, MAGinn – reference: HornEResearch in spellingElementary English Review194421613 – reference: AdamsMBeginning to read: Thinking and learning about print1990Cambridge, MAMIT Press – reference: PerfettiCPerfettiCARiebenLRoyolMThe psycholinguistics of spelling and readingLearning to spell1997Hillsdale, NJErlbaum2138 – reference: GrahamSMillerLSpelling research and practice: A unified approachFocus on Exceptional Children1979122116 – reference: GrahamSMorphyPHarrisKFink-ChorzempaBSaddlerBMoranSMasonLTeaching spelling in the primary grades: A national survey of instructional practices and adaptationsAmerican Educational Research Journal20084579682510.3102/0002831208319722 – reference: Berninger, V. W., Vaughan, K., Abbott, R. D., Brooks, A., Abbott, S., Rogan, L., et al. (1998). Early intervention for spelling problems: Teaching functional spelling units of varying sizes with a multiple-connection framework. Journal of Educational Psychology, 90, 587–605. – reference: Nollau, C. B. (1974). A comparison of a linguistic approach to spelling and the test-study method of instruction in spelling (Unpublished doctoral dissertation). State College, PA: The Pennsylvania State University. – reference: EdelskyCWhose agenda is this anyway? A response to McKenna, Robinson, and MillerEducational Researcher19901971110.3102/0013189X019008007 – reference: GrahamSEffective spelling instructionElementary School Journal19838356056810.1086/461334 – reference: HendersonETeaching spelling19902Boston, MAHoughton Mifflin – reference: Devonshire, V. & Fluck, M. (2010). Spelling development: Fine-tuning strategy-use and capitalising on the connections between words. Learning and Instruction, 20, 361–371. – reference: EhriLCLearning to read words: Theory, findings and issuesScientific Studies of Reading2005916718810.1207/s1532799xssr0902_4 – reference: Graham, S., Bollinger, A., Booth Olson, C., D’Aoust, C., MacArthur, C., McCutchen, D., et al. (2012). Teaching elementary school students to be effective writers: A practice guide. Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. – reference: BerningerVMizokawaDBraggRTheory-based diagnosis and remediation of writing disabilitiesJournal of School Psychology199129577910.1016/0022-4405(91)90016-K – reference: LipseyMWWilsonDBPractical meta-analysis2001Thousand Oaks, CASage – reference: Sussman, G. L., (1998). The effects of phonological constructed spelling on first graders’ literacy development (Unpublished doctoral dissertation). New York, NY: Fordham University. – reference: Wilson, B. L. (1947). The effect of the incidental teaching of spelling in two tenth-grade social studies classes (Unpublished master’s thesis). Boston, MA: Boston University. – reference: Graham, S., Harris, K. R., & Fink-Chorzempa, B. F. (2002). Contribution of spelling instruction to the spelling, writing, and reading of poor spellers. Journal of Educational Psychology, 94, 669–686. – reference: Nunes, T., Bryant, P., & Olsson, J. (2003). Learning morphological and phonological spelling rules: An intervention study. Scientific Studies of Reading, 7, 289–307. – reference: ScardamaliaMBereiterCWittrockMWritten compositionHandbook of research on teaching19863New York, NYMacMillan778803 – reference: SmithFWriting and the writer1982New York, NYHolt, Rinehart & Winston – reference: FitzsimmonsRLoomerBSpelling research and practice1977Iowa City, IOIowa State Department of Public Instruction and University of Iowa – reference: BeanWBoufflerCSpell by writing1987Portsmouth, NHHeinemann – reference: Wolf, I. (1986). Meta-analysis: Quantitative methods for research synthesis (Sage University Paper Series on Quantitative Applications in the Social Sciences, 07-04). Newbury Park, CA: Sage. – reference: GilbertJGrahamSTeaching writing to elementary students in grades 4 to 6: A national surveyElementary School Journal201011049451810.1086/651193 – reference: WildeSA proposal for a new spelling curriculumElementary School Journal19909027528910.1086/461618 – reference: Martins, M. A., & Silva, C. (2006). The impact of invented spelling on phonemic awareness. Learning and Instruction, 16, 41–56. – reference: HedgesLVEstimation of effect size from a series of independent experimentsPsychological Bulletin19829249049910.1037/0033-2909.92.2.490 – reference: Hall, D. P., Cunningham, P. M., & Cunningham, J. W. (1995). Multilevel spelling instruction in third-grade classrooms. In K. A. Hinchman, D. L. Leu, and C. Kinzer (Eds.), Perspectives on literacy research and practice (pp. 384–389). Chicago, IL: National Reading Council. – reference: HedgesLVOlkinIStatistical methods for meta-analysis1985San Diego, CAAcademic Press – reference: PressleyMGrahamSHarrisKRThe state of educational intervention researchBritish Journal of Educational Psychology20067611910.1348/000709905X66035 – reference: Krashen, S. (2002, Dec 11). Reading improves students’ spelling. Education Week. http://www.edweek.org/ew/articles/2002/12/11/15letter.h22.htm. – reference: GrahamSHebertMWriting to read: A meta-analysis of the impact of writing and writing instruction on readingHarvard Educational Review201181710744 – reference: Butyniec-Thomas, J., & Woloshyn, V. E. (1997). The effects of explicit-strategy and whole-language instruction on students’ spelling ability. Journal of Experimental Education, 65, 293–302. – reference: Uhry, J. K., & Sheperd, M. J. (1993). Segmentation/spelling instruction as part of a first-grade reading program: Effects on several measures of reading. Reading Research Quarterly, 28, 219–233. – reference: GordonJVaughnSSchummJSSpelling interventions: A review of literature and implications for instruction for students with learning disabilitiesLearning Disabilities Research and Practice19938175181 – reference: Frank, A. R. (2008). The effect of instruction in orthographic conventions and morphological features on the reading fluency and comprehension skills of high school freshmen (Unpublished doctoral dissertation). San Francisco, CA: The University of San Francisco. – reference: Ouellette, G., & Sénéchal, M. (2008). Pathways to literacy: A study of invented spelling and its role in learning to read. Child Development, 79, 899–913. – reference: BornsteinMHedgesLVHigginsJPRothsteinHRIntroduction to meta-analysis2009West SussexWiley10.1002/9780470743386 – reference: McElwee, G. W. (1974). Systematic instruction in proofreading for spelling and its effects on fourth and sixth grade composition (Unpublished doctoral dissertation). Madison, WI: University of Wisconsin. – reference: BrownAA review of recent research on spellingEducational Psychology Review1990236539710.1007/BF01323630 – reference: GatesAA modern systematic versus an opportunistic method of teachingTeachers College Record192627679700 – reference: KrashenSWhiteHIs spelling acquired or learned? A re-analysis of Rice (1897) and Cornman (1902)Internationaler Technischer Literaturanzeiger199191–92148 – reference: KrashenSWe acquire vocabulary and spelling by reading: Additional evidence for the input hypothesisModern Language Journal19897344046410.1111/j.1540-4781.1989.tb05325.x – reference: HammillDLarsenSMcNuttGThe effects of spelling instruction: A preliminary studyElementary School Journal197778677210.1086/461085 – reference: Ise, E. & Schulte-Körne, G. (2010). Spelling deficits in dyslexia: Evaluation of an orthographic spelling training. Annals of Dyslexia, 60, 18–39. – reference: Hilte, M. & Reitsma, P. (2011). Effects of explicit rules in learning to spell open- and closed-syllable words. Learning and Instruction, 21, 34–45. – reference: Anderson, P. A. (1973). Effectiveness of specific spelling lessons on an individualized spelling program (Unpublished master’s thesis). Fargo, ND: North Dakota State University. – reference: GrahamSHarrisKRHebertMIt is more than just the message: Analysis of presentation effects in scoring writingFocus on Exceptional Children2011444112 – reference: Reutzel, D. R., Fawson, P. C., & Smith, J. A. (2006). Words to Go!: Evaluating a first-grade parent involvement program for “making” words at home. Literacy Research and Instruction, 45, 119–159. – reference: Fuchs, L. S., Fuchs, D., Hamlett, C. L., Powell, S. R., Capizzi, A. M., & Seethaler, P.M. (2006). The effects of computer-assisted instruction on number combination skills in at-risk first graders. Journal of Learning Disabilities, 39, 467–475. – reference: IvernizziMHayesLDevelopmental-spelling research: A systematic imperativeReading Research Quarterly20043921622810.1598/RRQ.39.2.4 – reference: GoodwinAPAhnSA meta-analysis of morphological interventions: Effects on literacy achievement of children with literacy difficultiesAnnals of Dyslexia20106018320810.1007/s11881-010-0041-x – reference: Conrad, N. J. (2008). From reading to spelling and spelling to reading: Transfer goes both ways. Journal of Educational Psychology, 100, 869–878. – reference: Kirk, C., & Gillon, G. T. (2009). Integrated morphological awareness intervention as a tool for improving literacy. Language, Speech, and Hearing Services in Schools, 40, 341–351. – reference: Montésinos-Gelet, I. & Morin, M. (2005). The impact of a cooperative approximate spelling situation in a kindergarten setting. Educational Studies in Language and Literacy, 5, 365–383. – reference: GleserLJOlkinICooperHHedgesLVValentineJCStochastically dependent effect sizesThe handbook of research syntheses and meta-analyses20092New York, NYRussell Sage357376 – reference: SchlagelBGrahamSMacArthurCFitzgeraldJBest practices in spelling and handwritingBest practices in writing instruction2007New York, NYGuilford179201 – reference: Ouellette, G., & Sénéchal, M. (2010). Invented spelling: An intervention strategy for kindergarten. Retrieved from Canadian Council of Learning website: http://www.ccl-cca.ca/CCL/Research/FundedResearch/201010OOuelletteSpelling.html. – reference: Weber, W. R., & Henderson, E. H. (1989). A computer-based program of word study: Effects on reading and spelling. Reading Psychology, 10, 157–171. – reference: DatchukSMKubinaRMA review of teaching sentence-level writing skills to students with writing difficulties and learning disabilitiesRemedial and Special Education20123418019210.1177/0741932512448254 – reference: Jones, J. L. (1966). Effects of spelling instruction in eighth grade biological science upon scientific spelling, vocabulary, and reading comprehension; general spelling, vocabulary and reading comprehension; science progress; and science achievement (Unpublished doctoral dissertation). College Park, MD: University of Maryland. – volume: 8 start-page: 175 year: 1993 ident: 9517_CR41 publication-title: Learning Disabilities Research and Practice – volume-title: Spelling development, disabilities, and instruction year: 1995 ident: 9517_CR85 – volume: 22 start-page: 99 year: 1999 ident: 9517_CR6 publication-title: Learning Disability Quarterly doi: 10.2307/1511269 – volume: 39 start-page: 216 year: 2004 ident: 9517_CR68 publication-title: Reading Research Quarterly doi: 10.1598/RRQ.39.2.4 – ident: 9517_CR96 – ident: 9517_CR47 doi: 10.1037/0022-0663.94.4.669 – ident: 9517_CR8 doi: 10.1037/0022-0663.94.2.291 – volume: 22 start-page: 281 year: 1988 ident: 9517_CR17 publication-title: Research in the Teaching of English doi: 10.58680/rte198815545 – ident: 9517_CR90 doi: 10.1207/S1532799XSSR0703_6 – ident: 9517_CR118 doi: 10.1080/0270271890100204 – volume: 81 start-page: 710 year: 2011 ident: 9517_CR49 publication-title: Harvard Educational Review doi: 10.17763/haer.81.4.t2k0m13756113566 – ident: 9517_CR111 – volume-title: Teaching spelling year: 1990 ident: 9517_CR60 – volume: 92 start-page: 490 year: 1982 ident: 9517_CR56 publication-title: Psychological Bulletin doi: 10.1037/0033-2909.92.2.490 – volume: 44 start-page: 1 issue: 4 year: 2011 ident: 9517_CR48 publication-title: Focus on Exceptional Children doi: 10.17161/foec.v44i4.6687 – volume: 48 start-page: 839 year: 1971 ident: 9517_CR61 publication-title: Evaluation of written language. Elementary English – ident: 9517_CR25 doi: 10.1016/j.learninstruc.2009.02.025 – ident: 9517_CR110 doi: 10.1080/0144341840040401 – ident: 9517_CR12 – volume: 78 start-page: 67 year: 1977 ident: 9517_CR55 publication-title: Elementary School Journal doi: 10.1086/461085 – volume-title: Research on written composition: New directions for teaching year: 1986 ident: 9517_CR62 – ident: 9517_CR72 doi: 10.53841/bpsecp.2002.19.4.91 – ident: 9517_CR24 – ident: 9517_CR100 – volume-title: Scientific management in education year: 1913 ident: 9517_CR101 – volume-title: Statistical methods for meta-analysis year: 1985 ident: 9517_CR59 – ident: 9517_CR108 – volume: 21 start-page: 6 year: 1944 ident: 9517_CR64 publication-title: Elementary English Review – ident: 9517_CR82 – ident: 9517_CR91 doi: 10.1177/002246699502900301 – volume-title: Exploratory data analysis year: 1977 ident: 9517_CR113 – ident: 9517_CR18 doi: 10.1037/a0012544 – ident: 9517_CR9 doi: 10.1037/0022-0663.90.4.587 – volume: 2 start-page: 365 year: 1990 ident: 9517_CR11 publication-title: Educational Psychology Review doi: 10.1007/BF01323630 – volume: 81 start-page: 170 year: 2011 ident: 9517_CR119 publication-title: Review of Educational Research doi: 10.3102/0034654310396719 – volume: 99 start-page: 445 year: 2007 ident: 9517_CR53 publication-title: Journal of Educational Psychology doi: 10.1037/0022-0663.99.3.445 – ident: 9517_CR114 – volume: 83 start-page: 560 year: 1983 ident: 9517_CR42 publication-title: Elementary School Journal doi: 10.1086/461334 – volume: 45 start-page: 796 year: 2008 ident: 9517_CR52 publication-title: American Educational Research Journal doi: 10.3102/0002831208319722 – ident: 9517_CR46 – ident: 9517_CR71 – volume: 104 start-page: 879 year: 2012 ident: 9517_CR50 publication-title: Journal of Educational Psychology doi: 10.1037/a0029185 – ident: 9517_CR94 – ident: 9517_CR79 – start-page: 1282 volume-title: Encyclopedia of educational research year: 1969 ident: 9517_CR65 – volume: 27 start-page: 679 year: 1926 ident: 9517_CR35 publication-title: Teachers College Record doi: 10.1177/016146812602700703 – volume-title: Writing and the writer year: 1982 ident: 9517_CR109 – ident: 9517_CR66 – ident: 9517_CR74 – ident: 9517_CR3 – ident: 9517_CR26 – ident: 9517_CR105 doi: 10.1007/s11145-011-9310-2 – start-page: 778 volume-title: Handbook of research on teaching year: 1986 ident: 9517_CR103 – volume-title: Spelling: The application of research findings year: 1977 ident: 9517_CR2 – volume-title: Practical meta-analysis year: 2001 ident: 9517_CR76 – volume: 5 start-page: 306 year: 1988 ident: 9517_CR83 publication-title: Written Communication doi: 10.1177/0741088388005003003 – volume: 12 start-page: 1 issue: 2 year: 1979 ident: 9517_CR51 publication-title: Focus on Exceptional Children doi: 10.17161/foec.v12i2.7150 – volume-title: Spelling ability of a self-taught reader. Language and literacy: The selected writings of Kenneth S. Goodman year: 1982 ident: 9517_CR39 – ident: 9517_CR88 – volume-title: Beginning to read: Thinking and learning about print year: 1990 ident: 9517_CR1 – volume-title: Introduction to meta-analysis year: 2009 ident: 9517_CR10 doi: 10.1002/9780470743386 – volume: 19 start-page: 7 year: 1990 ident: 9517_CR27 publication-title: Educational Researcher doi: 10.3102/0013189X019008007 – volume: 29 start-page: 57 year: 1991 ident: 9517_CR7 publication-title: Journal of School Psychology doi: 10.1016/0022-4405(91)90016-K – volume-title: Whole language: What’s the difference? year: 1991 ident: 9517_CR28 – ident: 9517_CR63 doi: 10.1016/j.learninstruc.2009.10.002 – ident: 9517_CR54 – volume: 92 start-page: 235 year: 2000 ident: 9517_CR44 publication-title: Journal of Educational Psychology doi: 10.1037/0022-0663.92.2.235 – volume: 34 start-page: 180 year: 2012 ident: 9517_CR23 publication-title: Remedial and Special Education doi: 10.1177/0741932512448254 – ident: 9517_CR93 doi: 10.1111/j.1467-8624.2008.01166.x – volume-title: ES: A computer program for effect size calculation year: 1999 ident: 9517_CR106 – start-page: 21 volume-title: Learning to spell year: 1997 ident: 9517_CR95 doi: 10.4324/9781410604583 – volume-title: Spelling research and practice year: 1977 ident: 9517_CR32 – volume: 39 start-page: 528 year: 2006 ident: 9517_CR117 publication-title: Journal of Learning Disabilities doi: 10.1177/00222194060390060501 – ident: 9517_CR16 – ident: 9517_CR115 – volume: 19 start-page: 5 year: 1987 ident: 9517_CR29 publication-title: Journal of Reading Behavior doi: 10.1080/10862968709547585 – ident: 9517_CR20 – ident: 9517_CR122 doi: 10.4135/9781412984980 – volume: 26 start-page: 281 year: 1993 ident: 9517_CR36 publication-title: Journal of Applied Behavior Analysis doi: 10.1901/jaba.1993.26-281 – ident: 9517_CR45 – volume: 73 start-page: 440 year: 1989 ident: 9517_CR73 publication-title: Modern Language Journal doi: 10.1111/j.1540-4781.1989.tb05325.x – ident: 9517_CR121 – ident: 9517_CR13 – ident: 9517_CR86 – volume: 9 start-page: 167 year: 2005 ident: 9517_CR30 publication-title: Scientific Studies of Reading doi: 10.1207/s1532799xssr0902_4 – volume: 76 start-page: 1 year: 2006 ident: 9517_CR97 publication-title: British Journal of Educational Psychology doi: 10.1348/000709905X66035 – ident: 9517_CR102 doi: 10.1207/s1532799xssr0902_3 – ident: 9517_CR4 – ident: 9517_CR34 doi: 10.1177/00222194060390050701 – ident: 9517_CR69 – volume-title: Spelling research and practice: Teacher’s edition year: 1990 ident: 9517_CR77 – volume: 6 start-page: 97 year: 1969 ident: 9517_CR80 publication-title: Journal of Educational Measurement doi: 10.1111/j.1745-3984.1969.tb00665.x – ident: 9517_CR67 doi: 10.1007/s11881-010-0035-8 – volume: 60 start-page: 183 year: 2010 ident: 9517_CR40 publication-title: Annals of Dyslexia doi: 10.1007/s11881-010-0041-x – ident: 9517_CR99 doi: 10.1016/j.sbspro.2011.11.385 – volume: 35 start-page: 39 year: 2000 ident: 9517_CR31 publication-title: Educational Psychologist doi: 10.1207/S15326985EP3501_5 – ident: 9517_CR107 – ident: 9517_CR14 doi: 10.1080/00220973.1997.10806605 – ident: 9517_CR81 doi: 10.1016/j.learninstruc.2005.12.005 – volume-title: Spell by writing year: 1987 ident: 9517_CR5 – volume: 110 start-page: 494 year: 2010 ident: 9517_CR37 publication-title: Elementary School Journal doi: 10.1086/651193 – ident: 9517_CR89 – volume-title: Spelling in the elementary school: An experimental and statistical analysis year: 1902 ident: 9517_CR19 – ident: 9517_CR33 – ident: 9517_CR87 doi: 10.1007/s10674-005-4491-8 – volume-title: Beginning to spell year: 1993 ident: 9517_CR112 doi: 10.1093/oso/9780195062199.001.0001 – volume: 90 start-page: 275 year: 1990 ident: 9517_CR120 publication-title: Elementary School Journal doi: 10.1086/461618 – volume-title: Experimental and quasi-experimental designs for research year: 1966 ident: 9517_CR15 – ident: 9517_CR78 – volume: 91–92 start-page: 1 year: 1991 ident: 9517_CR75 publication-title: Internationaler Technischer Literaturanzeiger – volume: 32 start-page: 341 year: 2007 ident: 9517_CR57 publication-title: Journal of Educational and Behavioral Statistics doi: 10.3102/1076998606298043 – start-page: 357 volume-title: The handbook of research syntheses and meta-analyses year: 2009 ident: 9517_CR38 – volume: 100 start-page: 907 year: 2008 ident: 9517_CR22 publication-title: Journal of Educational Psychology doi: 10.1037/a0012656 – ident: 9517_CR98 doi: 10.1080/00220671.1963.10882958 – ident: 9517_CR84 – volume-title: American English spelling year: 1988 ident: 9517_CR21 doi: 10.56021/9780801834431 – volume: 22 start-page: 78 year: 1999 ident: 9517_CR43 publication-title: Learning Disability Quarterly doi: 10.2307/1511268 – ident: 9517_CR116 – ident: 9517_CR70 – start-page: 179 volume-title: Best practices in writing instruction year: 2007 ident: 9517_CR104 – volume: 29 start-page: 60 year: 2007 ident: 9517_CR58 publication-title: Educational Evaluation and Policy Analysis doi: 10.3102/0162373707299706 – ident: 9517_CR92 doi: 10.1016/j.jecp.2010.04.009
SSID	ssj0002843
Score	2.5007648
SecondaryResourceType	review_article
Snippet	Despite the importance of spelling for both writing and reading, there is considerable disagreement regarding how spelling skills are best acquired. During...
SourceID	proquest eric crossref springer
SourceType	Aggregation Database Index Database Enrichment Source Publisher
StartPage	1703
SubjectTerms	Corpus analysis Correlation Education Effect Size Elementary Education Elementary School Students Experiments High School Students Instructional Effectiveness Kindergarten Language and Literature Linguistics Literacy Literacy skills Literature Reviews Meta Analysis Middle School Students Native Language Instruction Neurology Phonological Awareness Phonology Psycholinguistics Quasi-experimental methods Quasiexperimental Design Question answer sequences Reading ability Reading Acquisition Reading Instruction Reading Skills Secondary school students Skill Development Skills Social Sciences Spelling Spelling Instruction Students Teaching Teaching Methods Writing Writing Acquisition Writing instruction Writing Skills Written Language Instruction
SummonAdditionalLinks	– databaseName: Springer LINK dbid: RSV link: http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwnV3dSxwxEB-K9cEXbc-PbnuVCKUPamBvk73sPpWjVaSIiFbxbcnmA0TdK5ezpf99Z_brqlShfd7ZJCTz8ZvMZAbgAwV2fSIUt957Lq2IudYi4WaUp16WSprS1s0m1MlJdnWVn7bvuEOX7d6FJGtNvXjshtCdEs0kR1SgOPrpL9HaZSSNZ-eXvfpFfdv0j0cvSyqlulDm34Z4YIwe5jsT0HwUG61NzuHafy32Fay2CJNNGpZ4DS9cNaDmzG0ixwC2jts7ysA-suO-rHIYwEqvDn-tg_syRYpA0RmcmV0vSs2yO33jWGiqYgZW1i-CGkoEk_ts1qRH7zNdWfZzRjOET2zC7txcc01VUHBprHk0swEXhwffPh_xtikDN4ic5tx5dEJKLYVGrIYW0Kks986mjuLgcaLHce6cdEqbUWyFcOSxGVumuTPKiNSLTViqppV7AyxDrKdt7hMrJdrIEQ6aycSWAjGOEWUaQdydTmHaiuXUOOO2WNRapm0ucI6CtrmII9jtf_nelOt4jniTjrwnPPiKvindZkQw7JigaEU6FBS_Tan8XRLBTv8ZhZEiLLpy03ukGY9R3yHmVhHsdYzxxxBPreTtP1G_g5WEOKtOKRzCEp6-ew_L5sf8Osy2a2n4DXJKAik priority: 102 providerName: Springer Nature
Title	Does spelling instruction make students better spellers, readers, and writers? A meta-analytic review
URI	https://link.springer.com/article/10.1007/s11145-014-9517-0 http://eric.ed.gov/ERICWebPortal/detail?accno=EJ1041016 https://www.proquest.com/docview/1559513412 https://www.proquest.com/docview/1667939997
Volume	27
WOSCitedRecordID	wos000341748600010&url=https%3A%2F%2Fcvtisr.summon.serialssolutions.com%2F%23%21%2Fsearch%3Fho%3Df%26include.ft.matches%3Dt%26l%3Dnull%26q%3D
hasFullText	1
inHoldings	1
isFullTextHit
isPrint
journalDatabaseRights	– providerCode: PRVPQU databaseName: Education Database customDbUrl: eissn: 1573-0905 dateEnd: 20171231 omitProxy: false ssIdentifier: ssj0002843 issn: 0922-4777 databaseCode: M0P dateStart: 19970201 isFulltext: true titleUrlDefault: https://search.proquest.com/education providerName: ProQuest – providerCode: PRVPQU databaseName: Linguistics Database customDbUrl: eissn: 1573-0905 dateEnd: 20171231 omitProxy: false ssIdentifier: ssj0002843 issn: 0922-4777 databaseCode: CRLPW dateStart: 19970201 isFulltext: true titleUrlDefault: https://search.proquest.com/linguistics providerName: ProQuest – providerCode: PRVPQU databaseName: ProQuest Central customDbUrl: eissn: 1573-0905 dateEnd: 20171231 omitProxy: false ssIdentifier: ssj0002843 issn: 0922-4777 databaseCode: BENPR dateStart: 19970201 isFulltext: true titleUrlDefault: https://www.proquest.com/central providerName: ProQuest – providerCode: PRVPQU databaseName: Research Library customDbUrl: eissn: 1573-0905 dateEnd: 20171231 omitProxy: false ssIdentifier: ssj0002843 issn: 0922-4777 databaseCode: M2O dateStart: 19970201 isFulltext: true titleUrlDefault: https://search.proquest.com/pqrl providerName: ProQuest – providerCode: PRVAVX databaseName: SpringerLINK Contemporary 1997-Present customDbUrl: eissn: 1573-0905 dateEnd: 99991231 omitProxy: false ssIdentifier: ssj0002843 issn: 0922-4777 databaseCode: RSV dateStart: 19970101 isFulltext: true titleUrlDefault: https://link.springer.com/search?facet-content-type=%22Journal%22 providerName: Springer Nature
link	http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwpV3Nb9MwFH9iHYddYBQGYWMyEuIAs0hjp25O0xidECqlKl-7RY4_pAmWjqYM8d_vvcRJGRK7cHEOebGtPPv5ffn3AJ5RYNcnQnHrvefSiphrLRJuBlnqZaGkKWxdbEJNp6PT02wWHG5VSKtsZWItqO3CkI_8FYXPUkIfSw4vfnCqGkXR1VBCYwM2CalM9mDz9Xg6m3eyGIVvU0weTS6plGrjmvXlOTQFKHFNcuxY8fjayXQ9-Zm0zr8CpfX5c3L3f2e-DXeC5smOmqVyD265sk9Fm0OCRx8eToLvsmLP2aSDW676sNWJyd_3wb1ZIEVFURucKDtbQ9Cyc_3NsapBy6xYUd8UaihRyTxgyyZt-oDp0rJfSxqhOmRH7NytNNeEjoJTY81lmgfw-WT86fgtD8UauEGNasWdR-Ok0FJo1OHwZHRqlHlnU0fx8TjRwzhzTjqlzSC2Qjiy5Iwt0swZZUTqxQ70ykXpHgEboQ6obeYTKyWenQPsdCQTWwj8k0YUaQRxy6jcBCRzKqjxPV9jMBNvcxwjJ97mcQQvuk8uGhiPm4h3iPsd4fgd2qzk5Yhgr-VwHrZ6la_ZG8HT7jVuUoq86NItfiLNcIhyEHVxFcHLdh390cW_ZvL45gF3YSuh9VvnFu5BD9ntnsBtc7k6q5b7YS_g83g-mX3dh4338Yza5AO2849frgCPgRKx
linkProvider	ProQuest
linkToHtml	http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMw1V3dTxQxEJ8gmsiL6Cm6iloT9UFo3Gu719sHQohAQM7TB0x4W7v9SIiyh7enhH-Kv5GZ_ToxkTcefN7Zdrf9dTrTmf4G4DUFdoOQmrsQAldOxtwYKbjtp0lQuVY2d1WxCT0eD4-O0i8LcNHehaG0ylYnVoraTSydkb-n8FlC7GNi8_Qnp6pRFF1tS2jUsDjw52fospUb-9s4v2-E2N05_LDHm6oC3OLWP-M-oBWdGyUNGhuowr0epsG7xFMgNxZmEKfeK6-N7cdOSk8uh3V5knqrrUyCxHZvwW1FzGKUKig-d5ofVX1duh4dPKW1bqOo1VU9dDwoTU5x_A3N4yv74NVUa7Jx_wrLVrvd7vL_Nk734V5jV7OteiE8gAVf9KgkdZO-0oPHo-ZktmRv2agjky57sNRtAucPwW9PUKKkmBQODDueE-yyE_Pds7LmAi1ZXt2DqiXRhF5n0zopfJ2ZwrGzKfVQbrItduJnhhvifsFPY_VVoUfw9UYGYwUWi0nhnwAbooVrXBqEUwotgz42OlTC5RJnzso8iSBugZHZhqedyoX8yOYM04SlDPvICEtZHMG77pXTmqTkOuEVQlsnuPMRPXI6w4lgtUVU1iiyMpvDKYJX3WNUQRRXMoWf_EKZwQC1PHoaOoK1Frd_NPGvL3l6fYcv4e7e4adRNtofHzyDJUFrp8qiXIVFnHr_HO7Y37PjcvqiWoUMvt00nC8BXeVpyA
linkToPdf	http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMw1V1Lb9NAEB6VFKFeCgRKAwUWCTjQrup411n7gKqqaURpFEUIRG9mvQ-pgjolDlT9a_w6ZvwKRaK3Hjh7vGvvfjM7s_MCeEmOXR8Kxa33nksrAq61CLnpJ5GXmZIms2WzCTWZxCcnyXQFfjW5MBRW2cjEUlDbmaE78l1yn0VUfSzc9XVYxHQ42jv_zqmDFHlam3YaFUSO3eUFmm_F26Mh7vWrMBwdfjx4x-sOA9ygGrDgzqNGnWkpNCoeKM6dihPvbOTIqRuEehAkzkmntOkHVghH5oexWZQ4o4yIvMBxb8FqPEA-6cDqwYfx9HN7DqDgrxrZo7knlVKNT7VM3EMzhILmJMefUjy4cipeDbwmjfcvJ2159o3u_s-rdg_Wa42b7Vcsch9WXN6lZtV1YEsXHo3rO9uCvWbjtsx00YW19ni4fABuOEOKgrxVuEjsdFl6l53pr44VVZXQgmVlhlRFicr1DptX4eI7TOeWXcxphmKP7bMzt9BcU1UY_DRWJRE9hE83shgb0MlnudsEFqPuq23iQysl6gx9HDSWoc0E7qIRWdSDoAFJauoK7tRI5Fu6rD1NuEpxjpRwlQY9eNO-cl6VL7mOeIOQ1xIevkdbnW53erDVoCutRVyRLqHVgxftYxRO5HHSuZv9QJrBAOU_2iCqB9sNhv8Y4l9f8vj6CZ_DHURxOj6aHD-BtZDYqAyv3IIO7rx7CrfNz8VpMX9WsySDLzeN59_EOHQF
openUrl	ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Does+Spelling+Instruction+Make+Students+Better+Spellers%2C+Readers%2C+and+Writers%3F+A+Meta-Analytic+Review&rft.jtitle=Reading+%26+writing&rft.au=Graham%2C+Steve&rft.au=Santangelo%2C+Tanya&rft.date=2014-10-01&rft.pub=Springer&rft.issn=0922-4777&rft.volume=27&rft.issue=9&rft.spage=1703&rft_id=info:doi/10.1007%2Fs11145-014-9517-0&rft.externalDocID=EJ1041016
thumbnail_l	http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/lc.gif&issn=0922-4777&client=summon
thumbnail_m	http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/mc.gif&issn=0922-4777&client=summon
thumbnail_s	http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/sc.gif&issn=0922-4777&client=summon