Improving spelling through a better understanding of word structure

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What were the aims and design of the study?

In carrying out this study the authors aimed to:

explore the extent of teachers’ explicit knowledge of word structure (morphology), and how much teachers referred to word structure when teaching spelling in the classroom;
see if they could increase both teachers’ knowledge of and their use of word structure in their teaching of spelling; and
establish if this professional development had an impact on pupils’ spelling.

In order to see what effects if any the training would have on pupils, the researchers assessed two groups of pupils for their spelling beforehand - those whose teachers would attend the word structure training sessions (experimental group), and those whose teachers would carry on as normal (control group). Around seven weeks after the training had started the children completed a second spelling test made up of 10 invented words which contained the target morphemes the children in the experimental group had focused on.

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Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction What were the aims of the training and what impact did it have on teachers and pupils? How aware were the teachers of word structure before the training? How did the teachers change as a result of the training? Were there links between children's improved spelling and the training? What were the aims and design of the study? What training did the teachers receive to improve their knowledge of word structure? How did the teachers raise children's awareness of word structure in lessons? What are the implications? Where can I find out more? Glossary Send us your feedback Collated digests To view/remove/add notes and save your collated digests click here Get Word Reader Improving spelling through a better understanding of word structure This digest found in English Send to a friend Word doc 90KB Printer friendly Collate for later What were the aims and design of the study? In carrying out this study the authors aimed to: explore the extent of teachers’ explicit knowledge of word structure (morphology), and how much teachers referred to word structure when teaching spelling in the classroom; see if they could increase both teachers’ knowledge of and their use of word structure in their teaching of spelling; and establish if this professional development had an impact on pupils’ spelling. In order to see what effects if any the training would have on pupils, the researchers assessed two groups of pupils for their spelling beforehand - those whose teachers would attend the word structure training sessions (experimental group), and those whose teachers would carry on as normal (control group). Around seven weeks after the training had started the children completed a second spelling test made up of 10 invented words which contained the target morphemes the children in the experimental group had focused on.