Making connections in learning to read and to spell

Making connections in learning to read and to spell A recent intervention study demonstrated a powerful method for helping children with difficulty in sound categorization to learn to read and to spell. The aim of this project is to explain the underlying reasons for its success. The project is divided into three stages, Pretests, Training and Post‐tests, which cover a period of 3 years. The subjects were young beginning readers, who were pre‐tested on the strategies used in the successful teaching method, and then followed in school for 3 years to see how their skill in these strategies affected their progress in reading and spelling. They were divided into four matched groups in the second term of the project for a short training study. Phonological awareness when the child started school proved to be critical for success in early reading, and in spelling 2 years later. Memory for letter strings becomes increasingly important for spelling. Beginning readers who were taught the connection between the two strategies made early gains in reading text. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Applied Cognitive Psychology Wiley

Making connections in learning to read and to spell

Applied Cognitive Psychology, Volume 2 (1) – Jan 1, 1988

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Publisher
Wiley
Copyright
Copyright © 1988 John Wiley & Sons, Ltd
ISSN
0888-4080
eISSN
1099-0720
D.O.I.
10.1002/acp.2350020103
Publisher site
See Article on Publisher Site

Abstract

A recent intervention study demonstrated a powerful method for helping children with difficulty in sound categorization to learn to read and to spell. The aim of this project is to explain the underlying reasons for its success. The project is divided into three stages, Pretests, Training and Post‐tests, which cover a period of 3 years. The subjects were young beginning readers, who were pre‐tested on the strategies used in the successful teaching method, and then followed in school for 3 years to see how their skill in these strategies affected their progress in reading and spelling. They were divided into four matched groups in the second term of the project for a short training study. Phonological awareness when the child started school proved to be critical for success in early reading, and in spelling 2 years later. Memory for letter strings becomes increasingly important for spelling. Beginning readers who were taught the connection between the two strategies made early gains in reading text.

Journal

Applied Cognitive PsychologyWiley

Published: Jan 1, 1988

References

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