The Role of Instruction for Spelling Performance and Spelling Consciousness

Cordewener, Kim A.H.; Hasselman, Fred; Bosman, A.M.T.

doi:10.1080/00220973.2017.1315711

Cited by 16 publications

(8 citation statements)

References 53 publications

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“…In other words, learners in the experimental group retained higher scores than the learners in control group. This implies that there has been a consistency between the results of this study and the findings reported in earlier studies by Zohrabi and Kaashef (2017), O'Sullivan and Thomas (2007), Lenks and Verbruggen (2010), Snowling (2000), Gentry (2004), Cordewener, Hasselman, Verhoeven, andBosman (2018). Consequently, it could be claimed that the findings of this study has been endorsed by other researchers' findings, stipulating the appropriate teaching techniques selected, prepared and employed to improve learners' spelling strategies.…”

Section: Discussionsupporting

confidence: 91%

“…On the other hand, Oller (1971) explained more by arguing that a test of dictation taps directly the process involved in the comprehension of language. Furthermore, Cordewener, Hasselman, Verhoeven, and Bosman (2018) examined the role of instruction for spelling performance and spelling consciousness in the Dutch language and found that the students in all three training conditions _ strategy-instruction, strategic-monitoring, self-monitoring, or control condition_ made more progress in both spelling performance and spelling consciousness than students in the control condition. Meanwhile, Kimura (2016) developed a six-minute partial dictation test and demonstrated that its quality had been good enough to be used as constituent of a placement test.…”

Section: Dictationmentioning

confidence: 99%

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The Impact of Spelling-related Language Learning Strategies on Improving Dictation Abilities of Young Iranian EFL Learners, Teacher and Students Perspective

Afraz¹,

Zakeri²

2021

Intern. j., second, foreign lang. educ.

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Generating a range of various functions, spelling and dictation have both been used as a technique to help improve language skills. Dictation is extensively different from spelling, although their similarities cannot be denied. The purpose of this study was to explore whether spelling-related language learning strategies affect dictation abilities of young Iranian EFL learners. After selecting thirty-five learners out of forty-six participants through an online Cambridge Key English Test (KET) during Covid-19 pandemic lockdowns, the experimental and control groups were randomly formed. Kristin-F Anderson’s questionnaire was implemented along with Kimura’s six-minute partial dictation test as pretest and posttest for the two groups. The treatment included teaching the same course book for both groups by means of a special program for the experimental group to be involved more in spelling- related learning activities. The findings through the independent-samples t-test, and repeated measures ANOVA run on the data collected in this study revealed that all null hypotheses were rejected and consequently the spelling strategies significantly affected the improvement of learners’ dictation ability.

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Section: Discussionsupporting

confidence: 91%

Section: Dictationmentioning

confidence: 99%

The Impact of Spelling-related Language Learning Strategies on Improving Dictation Abilities of Young Iranian EFL Learners, Teacher and Students Perspective

Afraz¹,

Zakeri²

2021

Intern. j., second, foreign lang. educ.

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“…Alhaysony, 2012 also recommended adequate English writing practices in order to reduce spelling errors in the writeups of EFL students. Students' spelling consciousness and spelling performance improves with conscious effort, multiple practice opportunities, and providing immediate corrective feedback on spelling accuracy from teacher (Cordewener, Hasselman, Verhoeven, & Bosman, 2018). In this regard, a spellcheck may function as a learners' proofreading tool for spelling, as it spots most English spelling errors by showing a red curvy underline and giving accurate spelling suggestions before they become printed typos.…”

Section: Discussion and Suggestionsmentioning

confidence: 99%

Exploring Spelling Errors in Extemporaneous Essays: A Case Study of Pakistani University EFL Learners

Lehri

Soomro

Pathan

2021

GLR

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Spelling competence is an integral part of a good written communication in English. EFL learners,nonetheless, face difficulties in spelling correctly. This study explored the spelling errors of EFL university students in Baluchistan - Pakistan. With a qualitative case study research design, the data were obtained through extemporaneously written essays by a sample of 117 participants analyzing spelling errors through Cook’s (1997) taxonomy focusing the most common types of English spelling errors. The findings ranked four types of spelling errors as: first, omission (37.24percent); second,substitution (31.01percent); third, insertion (25percent); and fourth, transposition (07percent) errors in order of occurrence. The study suggests to pedagogical and curriculum considerations to support learners to cope with spelling errors with a further need to study spelling errors in changing and technology enhanced learning environments.

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“…MVRC has the potential to re-adjust the pendulum of pedagogy, away from an over-emphasis on content-rich activities of literacy, and toward a focus on the mechanics of decoding. MVRC is based on the idea that training in foundational skills can improve reading fluency more so than mere reading practice (Bosman and Van Orden, 1997;Mellard et al, 2010;Huo and Wang, 2017;Cordewener et al, 2018). Given this theoretical commitment, MVRC does not consider students' preferences about what to read, and there are no choices about lessons and practice activities.…”

Section: Reading Fluency and The Importance Of Basic Reading Skillsmentioning

confidence: 99%

MindPlay Virtual Reading Coach: Does It Affect Reading Fluency in Elementary School?

et al. 2019

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Important strides have been made in the science of learning to read. Yet, many students still struggle to attain reading proficiency. This calls for sustained efforts to bridge theoretical insights with applied considerations about ideal pedagogy. The current study was designed to contribute to this conversation, namely by looking at the efficacy of an online reading program. The chosen reading program, referred to as MindPlay Virtual Reading Coach (MVRC), emphasizes the mastery of basic reading skills to support the development of reading fluency. Its focus on basic skills diverges from the goal of increasing reading motivation. And its focus on reading fluency, vs. broad literacy achievement, offers an alternative to already existing reading enrichment. In order to test the efficacy of MVRC, we recruited three school districts. One district provided data from elementary schools that used the MVRC program in Grades 2 to 6 (N = 2,531 total). The other two districts participated in a quasi-experimental design: Six 2nd-grade classrooms and nine 4th-grade classrooms were randomly assigned to one of three conditions: (1) instruction as usual, (2) instruction with an alternative online reading program, and (3) instruction with MVRC. Complete data sets were available from 142 2nd-graders and 172 4th-graders. Three assessments from the MVRC screener were used: They assessed reading fluency, phonic skills, and listening vocabulary at two time points: before and after the intervention. Results show a clear advantage of MVRC on reading fluency, more so than on phonics or listening vocabulary. At the same time, teachers reported concerns with MVRC, highlighting the challenge with reading programs that emphasize basic-skills mastery over programs that seek to encourage reading.

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The Role of Instruction for Spelling Performance and Spelling Consciousness

Cited by 16 publications

References 53 publications

The Impact of Spelling-related Language Learning Strategies on Improving Dictation Abilities of Young Iranian EFL Learners, Teacher and Students Perspective

The Impact of Spelling-related Language Learning Strategies on Improving Dictation Abilities of Young Iranian EFL Learners, Teacher and Students Perspective

Exploring Spelling Errors in Extemporaneous Essays: A Case Study of Pakistani University EFL Learners

MindPlay Virtual Reading Coach: Does It Affect Reading Fluency in Elementary School?

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