English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Retrieval practice typically benefits learning in children, although little is known about the benefits of retrieval practice for learning spelling. We investigated this issue in three experiments with fifth-grade children from a low-income area of Brazil. In the experiments, children first read a list of words (study), and after a short interval wrote down the studied words after hearing and rereading them (copy) or after only hearing them (retrieval practice). After an interval of 4 days, spelling performance was greater for words from the retrieval practice condition than for words from the copy condition, but only when immediate corrective feedback was provided (Experiment 3). The current findings, therefore, suggest that retrieval practice followed by corrective feedback is an effective strategy to improve spelling performance of fifth-grade children.

Retrieval practice benefits for spelling performance in fifth-grade children