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TEACHING SPELLING
Author(s) -
SMITH HAZEL A.
Publication year - 1975
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/j.2044-8279.1975.tb02297.x
Subject(s) - spelling , psychology , presentation (obstetrics) , context (archaeology) , linguistics , class (philosophy) , word (group theory) , mathematics education , natural language processing , artificial intelligence , computer science , history , medicine , radiology , archaeology , philosophy
S ummary . The effectiveness of five presentation methods were compared for the teaching of spelling to 359 children in 10 third‐year junior classes. The learning method involved the study of the whole word, the ‘hard spot,’ or the individual letters of each spelling; the presentation of the words being in either list form or in context. Analyses of variance results indicated that the most effective approach to use with a class was one which used a whole word method of learning where the words were presented in context.