Teaching spelling and composition alone and together: Implications for the simple view of writing
Teaching spelling and composition alone and together: Implications for the simple view of writing
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DOI：
10.1037//0022-0663.94.2.291
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发表时间：
2002-06-01
影响因子：
4.9
通讯作者：
Graham, S
中科院分区：
文献类型：
--
作者：
Berninger, VW;Vaughan, K;Graham, S
三年级低组成流畅性（N = 96）被随机分配到4个时间等同的治疗在教学实验（24个教训，超过4个月）：拼写（字母的原则加上其交替），组成（反思性讨论加教师支架），组合拼写（字母的原则）加上组成（教师支架），和治疗控制（写作实践，没有指令）。所有治疗增加组成流畅性。拼写和组合拼写加上组成是最有效的单词特定的拼写（教字）。教学交替改善语音解码和转移到拼写组成。写作和组合拼写加上写作是最有效的说服性文章写作。只有拼写和写作相结合，才能增加拼写和写作。结果与简单的写作观点，整合了不同的理论传统和教学实践。
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.