Teaching Spelling and Composition Alone and Together: Implications for the Simple View of Writing

@article{Berninger2002TeachingSA,
  title={Teaching Spelling and Composition Alone and Together: Implications for the Simple View of Writing},
  author={V. Berninger and K. Vaughan and R. Abbott and Kristin Kawena Begay and Kristina Byrd Coleman and Gerald Curtin and Jill Minich Hawkins and S. Graham},
  journal={Journal of Educational Psychology},
  year={2002},
  volume={94},
  pages={291-304}
}
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… Expand
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