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What type of computer-assisted exercise supports young less skilled spellers in resolving problems in open and closed syllable words?

What type of computer-assisted exercise supports young less skilled spellers in resolving... Dutch bisyllabic words containing open and closed syllables are particularly difficult to spell for children. What kind of support in spelling exercises improves the spelling of these words the most? Two extensions of a commonly used dictation exercise were tested: less skilled spellers in grade 2 (n = 50; 7 years and 10 months) either received explicit syllabic segmentation cues or received spelling cues by means of a visual preview. Comparisons between pre-, post-, and retention tests of spelling skill showed that extra syllabic cues did not show a significant improvement beyond normal spelling dictation and that visual preview was most effective as compared to the other types of training. The findings suggest that word-specific knowledge can effectively be improved by exposure to the correct letter pattern during exercises in spelling and seems to result in lasting improvement of word-specific orthographic representations, at least for 5 weeks. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Annals of Dyslexia Springer Journals

What type of computer-assisted exercise supports young less skilled spellers in resolving problems in open and closed syllable words?

Hilte, Maartje; Reitsma, Pieter
Annals of Dyslexia , Volume 58 (2) – Sep 30, 2008
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18 pages

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Publisher
Springer Journals
Copyright
Copyright © 2008 by The International Dyslexia Association
Subject
Linguistics; Language and Literature; Psycholinguistics; Education, general; Neurology
ISSN
0736-9387
eISSN
1934-7243
DOI
10.1007/s11881-008-0019-0
pmid
18825500
Publisher site
See Article on Publisher Site

Abstract

Dutch bisyllabic words containing open and closed syllables are particularly difficult to spell for children. What kind of support in spelling exercises improves the spelling of these words the most? Two extensions of a commonly used dictation exercise were tested: less skilled spellers in grade 2 (n = 50; 7 years and 10 months) either received explicit syllabic segmentation cues or received spelling cues by means of a visual preview. Comparisons between pre-, post-, and retention tests of spelling skill showed that extra syllabic cues did not show a significant improvement beyond normal spelling dictation and that visual preview was most effective as compared to the other types of training. The findings suggest that word-specific knowledge can effectively be improved by exposure to the correct letter pattern during exercises in spelling and seems to result in lasting improvement of word-specific orthographic representations, at least for 5 weeks.

Journal

Annals of Dyslexia – Springer Journals

Published: Sep 30, 2008

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