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Spelling skills of children in whole language and phonics classrooms

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Spelling skills of children in whole language and phonics classrooms. / Bruck, Maggie ; Treiman, Rebacca; Caravolas, Marketa et al.
In: Applied Psycholinguistics, Vol. 19, No. 4, 10.1998, p. 669-684.

Research output: Contribution to journal › Article › peer-review

HarvardHarvard

Bruck, M, Treiman, R, Caravolas, M, Genesee, F & Cassar, M 1998, 'Spelling skills of children in whole language and phonics classrooms', Applied Psycholinguistics, vol. 19, no. 4, pp. 669-684. https://doi.org/10.1017/S0142716400010419

APA

Bruck, M., Treiman, R., Caravolas, M., Genesee, F., & Cassar, M. (1998). Spelling skills of children in whole language and phonics classrooms. Applied Psycholinguistics, 19(4), 669-684. https://doi.org/10.1017/S0142716400010419

CBE

Bruck M, Treiman R, Caravolas M, Genesee F, Cassar M. 1998. Spelling skills of children in whole language and phonics classrooms. Applied Psycholinguistics. 19(4):669-684. https://doi.org/10.1017/S0142716400010419

MLA

Bruck, Maggie et al. "Spelling skills of children in whole language and phonics classrooms". Applied Psycholinguistics. 1998, 19(4). 669-684. https://doi.org/10.1017/S0142716400010419

VancouverVancouver

Bruck M, Treiman R, Caravolas M, Genesee F, Cassar M. Spelling skills of children in whole language and phonics classrooms. Applied Psycholinguistics. 1998 Oct;19(4):669-684. doi: 10.1017/S0142716400010419

Author

Bruck, Maggie ; Treiman, Rebacca ; Caravolas, Marketa et al. / Spelling skills of children in whole language and phonics classrooms. In: Applied Psycholinguistics. 1998 ; Vol. 19, No. 4. pp. 669-684.

RIS

TY - JOUR

T1 - Spelling skills of children in whole language and phonics classrooms

AU - Bruck, Maggie

AU - Treiman, Rebacca

AU - Caravolas, Marketa

AU - Genesee, Fred

AU - Cassar, Marie

PY - 1998/10

Y1 - 1998/10

N2 - Abstract. The spelling skills of grade 3 children who had received whole language instruction since they began to learn to read were compared with those of grade 3 children attending a phonics program. The children were asked to spell a list of words and nonwords. Overall, the phonics group produced more accurate word spellings than the whole language group. In addition, the phonics children's spellings of nonwords included more conventional, phonologically accurate patterns. There were no group differences on measures of orthographic acceptability or on preservation of skeletal structure.

AB - Abstract. The spelling skills of grade 3 children who had received whole language instruction since they began to learn to read were compared with those of grade 3 children attending a phonics program. The children were asked to spell a list of words and nonwords. Overall, the phonics group produced more accurate word spellings than the whole language group. In addition, the phonics children's spellings of nonwords included more conventional, phonologically accurate patterns. There were no group differences on measures of orthographic acceptability or on preservation of skeletal structure.

KW - spelling

KW - phonics

KW - whole language

U2 - 10.1017/S0142716400010419

DO - 10.1017/S0142716400010419

M3 - Article

VL - 19

SP - 669

EP - 684

JO - Applied Psycholinguistics

JF - Applied Psycholinguistics

SN - 0142-7164

IS - 4

ER -