DOI: 10.33915/etd.3184
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Investigating spelling through generative instruction

Abstract: The present study examined the components of generative instruction through the teaching of spelling rules. In Experiment 1, the effects of direct versus passive instruction and rate building versus equal-time practice were examined. Forty undergraduate students with below average spelling skills participated. Although there were better performances under passive instruction on some aspects of the posttests, and improved performance with rate-building practice on others, these results were not systematic and w… Show more

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