Providing grade one students with multiple spelling strategies: Comparisons between strategy instruction, strategy instruction with metacognitive information, and traditional language arts

@inproceedings{Kernaghan1995ProvidingGO,
  title={Providing grade one students with multiple spelling strategies: Comparisons between strategy instruction, strategy instruction with metacognitive information, and traditional language arts},
  author={Kelly C. Kernaghan and Vera Woloshyn},
  year={1995}
}
The primary purpose of this study was to determine whether providing first-grade students with multiple strategy instruction plus metacognitive information would improve their spelling performances relative to providing them with strategy instruction or traditional language arts activities alone. Students in the strategy conditions received explicit instruction in the use of phonetics, imagery, and analogy. Students in the strategy condition with metacognitive information were also provided… CONTINUE READING