Improving spelling through a better understanding of word structure

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Were there links between children's improved spelling and the training?

Both groups of children (those whose teachers had attended the training, and those whose teachers carried on as normal) improved their spelling, but the group focusing on word structure (whose teachers had received training) had made larger gains than the control group (overall, three times as much).

In the following year, one school ran a series of different spelling lessons and, in collaboration with the researchers, assessed their impact on children's spelling gains. When not given dedicated spelling sessions for a 13 week period, none of the classes made significant gains on the spelling test. During the next phase of 13 weeks, some children received word-structure or national literacy strategy (NLS) spelling sessions in addition to their literacy hour. The researchers found that the children who took part in lessons with a focus on word structure made significantly greater gains than the children receiving the NLS based sessions.

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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 Were there links between children's improved spelling and the training? Both groups of children (those whose teachers had attended the training, and those whose teachers carried on as normal) improved their spelling, but the group focusing on word structure (whose teachers had received training) had made larger gains than the control group (overall, three times as much). In the following year, one school ran a series of different spelling lessons and, in collaboration with the researchers, assessed their impact on children's spelling gains. When not given dedicated spelling sessions for a 13 week period, none of the classes made significant gains on the spelling test. During the next phase of 13 weeks, some children received word-structure or national literacy strategy (NLS) spelling sessions in addition to their literacy hour. The researchers found that the children who took part in lessons with a focus on word structure made significantly greater gains than the children receiving the NLS based sessions.