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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单独和一起教授拼写和作文：对简单写作观的启示
DOI：
10.1037/0022-0663.94.2.291
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发表时间：
2002
影响因子：
4.9
通讯作者：
S. Graham
中科院分区：
文献类型：
--
作者：
V. Berninger;K. Vaughan;R. Abbott;K. Begay;Kristina Byrd Coleman;G. Curtin;Jill Minich Hawkins;S. Graham
96名作文流利程度较低的三年级学生被随机分配到4个时间相等的教学实验中（4个月24节课）：拼写（字母原则加其替代），写作（反思讨论加教师脚手架），组合拼写（字母原则）加写作（教师脚手架），以及处理控制（写作练习，无指导）。所有的治疗都提高了作文的流畅性。拼写和组合拼写加组合是最有效的单词特定拼写（教单词）。教学交替改进了语音解码，并转移到写作中的拼写。写作和组合拼写加上写作对于有说服力的文章写作是最有效的。只有将拼写和写作结合起来才能提高拼写和写作的效率。结果与综合了多种理论传统和教学实践的简单写作观有关。
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.