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Learning to spell in English requires the integration of general and specific word knowledge. This paper describes the ‘Word Nerds’ project, a research–practice partnership consisting of two researchers from a large public university and 17 elementary teachers in seven school districts in the United States. The collaboration was formed to study variation in instructional practice among teachers using...
Many words in English resemble one another in multiple ways. Words with similar spellings are referred to as orthographic neighbors. The purpose of this within‐subject experimental study was to examine the effect of orthographic neighbors on the spelling acquisition of second‐grade students. In each of five sessions of a computer‐based experiment, 71 participants were presented with two prime words...
Spelling is a key transcription skill for writing. While little is understood about the particular challenges some students experience when learning to spell, explicit instruction is known to improve spelling performance. The study reported in this article draws on eight case studies from a larger Australian mixed‐methods study examining spelling acquisition, as represented by a stratified random...
Italian sixth graders, with and without dyslexia, read pseudowords and low‐frequency words that include high‐frequency morphemes better than stimuli not including any morpheme. The present study assessed whether morphemes affect (1) younger children, with and without dyslexia; (2) spelling as well as reading; and (3) words with low‐frequency morphemes. Two groups of third graders (16 children with...
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