Improving spelling through a better understanding of word structure

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What were the aims of the training and what impact did it have on teachers and pupils?

Teachers attended training sessions aimed at raising their awareness of word structure. In addition they received materials with a focus on word structure which they could use when teaching pupils to spell. The researchers then used tests to compare the progress made by pupils whose teachers had attended the training with the progress of pupils whose teachers had not. The main findings of the study were that:

nearly all of the teachers who attended said that the training had changed their approach to teaching spelling and most said that they would explicitly teach connections between spelling, word structure and meaning; and
pupils in the group which focused on word structure had made larger gains than pupils in the group which had not (overall, three times as much).

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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 of the training and what impact did it have on teachers and pupils? Teachers attended training sessions aimed at raising their awareness of word structure. In addition they received materials with a focus on word structure which they could use when teaching pupils to spell. The researchers then used tests to compare the progress made by pupils whose teachers had attended the training with the progress of pupils whose teachers had not. The main findings of the study were that: nearly all of the teachers who attended said that the training had changed their approach to teaching spelling and most said that they would explicitly teach connections between spelling, word structure and meaning; and pupils in the group which focused on word structure had made larger gains than pupils in the group which had not (overall, three times as much).