Effects of psycholinguistic instruction on spelling performance

Psychology in the Schools

Volumn 38, Issue 4, 2001, Pages 357-363

  Arra, Christopher T ^a   Aaron, P G ^b  

^a INDIANA STATE UNIVERSITY   (United States)

^b NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0035385004     PISSN: 00333085     EISSN: None     Source Type: Journal    
DOI: 10.1002/pits.1024     Document Type: Article

References (11)

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2. Foorman, B., Francis, D., Novy, D., & Liberman, D. (1991). How letter-sound instruction mediates progress in first-grade reading and spelling. Journal of Educational Psychology, 83, 456-469.
3. Frith, U. (1980). Cognitive processes in spelling. New York: Academic Press Inc.
4. Henry, M. (1993). Morphological structure: Latin and Greek roots and affixes as upper grade code strategies. Reading and Writing, 5, 227-241.
5. Lindamood, C., & Lindamood, P. (1975). Auditory discrimination in depth. Austin, Texas: Pro-Ed. Inc.
6. Moats, L. (1995). Spelling development disability and instruction. Baltimore: York Press.
7. Stage, S., & Wagner, R. (1992). Development of young children's phonological and orthographic knowledge as revealed by their spellings. Developmental Psychology, 28, 287-296.
8. Treiman, R. (1984). Individual differences among children in spelling and reading styles. Journal of Experimental Child Psychology, 37, 463-477.
9. Trieman, R. (1993). Beginning to spell: A study of first grade children. New York: Oxford.
10. Treiman, R., & Cassar, M. (1996). Effects of morphology on children's spelling of final consonant clusters. Journal of Experimental Child Psychology, 63, 141-170.
11. Wong, B. (1986). A cognitive approach to teaching spelling. Exceptional Children, 53, 169-173.