TY - JOUR
T1 - Teaching spelling and composition alone and together
T2 - Implications for the simple view of writing
AU - Berninger, Virginia W.
AU - Vaughan, Katherine
AU - Abbott, Robert D.
AU - Begay, Kristin
AU - Coleman, Kristina Byrd
AU - Curtin, Gerald
AU - Hawkins, Jill Minich
AU - Graham, Steve
PY - 2002
Y1 - 2002
N2 - Third graders with low compositional fluency (N = 96) were randomly assigned to 4 time-equated treatments in an instructional experiment (24 lessons over 4 months): spelling (alphabetic principle plus its alternations), composing (reflective discussion plus teacher scaffolding), combined spelling (alphabetic principle) plus composing (teacher scaffolding), and treated control (writing practice, no instruction). All treatments increased compositional fluency. Spelling and combined spelling plus composing were most effective for word-specific spelling (taught words). Teaching alternations improved phonological decoding and transferred to spelling in composing. Composing and combined spelling plus composing were most effective for persuasive essay writing. Only combined spelling plus composing increased both spelling and composing. Results are related to the simple view of writing that integrates diverse theoretical traditions and instructional practices.
AB - Third graders with low compositional fluency (N = 96) were randomly assigned to 4 time-equated treatments in an instructional experiment (24 lessons over 4 months): spelling (alphabetic principle plus its alternations), composing (reflective discussion plus teacher scaffolding), combined spelling (alphabetic principle) plus composing (teacher scaffolding), and treated control (writing practice, no instruction). All treatments increased compositional fluency. Spelling and combined spelling plus composing were most effective for word-specific spelling (taught words). Teaching alternations improved phonological decoding and transferred to spelling in composing. Composing and combined spelling plus composing were most effective for persuasive essay writing. Only combined spelling plus composing increased both spelling and composing. Results are related to the simple view of writing that integrates diverse theoretical traditions and instructional practices.
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U2 - 10.1037/0022-0663.94.2.291
DO - 10.1037/0022-0663.94.2.291
M3 - Article
AN - SCOPUS:0035997820
SN - 0022-0663
VL - 94
SP - 291
EP - 304
JO - Journal of Educational Psychology
JF - Journal of Educational Psychology
IS - 2
ER -