References: Explicit Instruction: Spelling

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References

Edwards, L. (2003). Writing instruction in kindergarten: Examining an emerging area of research for children with writing and reading difficulties. Journal of Learning Disabilities, 36(2), 136-148.

Gentry, J. R. (1982). An analysis of developmental spelling in" GNYS AT WRK". The Reading Teacher, 36(2), 192-200.

Graham, S., Bollinger, A., Booth Olson, C., D'Aoust, C., MacArthur, C., McCutchen, D., & Olinghouse, N. (2012). Teaching elementary school students to be effective writers: A practice guide (NCEE 2012- 4058). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.

Graham, S., & Hebert, M. A. (2010). Writing to read: Evidence for how writing can improve reading. A Carnegie Corporation Time to Act Report. Washington, DC: Alliance for Excellent Education.

Graham, S., & Santangelo, T. (2014). Does spelling instruction make students better spellers, readers, and writers? A meta-analytic review. Reading and Writing 27(9), 1703-1743.

Alshahrani̇, H. A. F. (2019). Strategies to improve English vocabulary and spelling in the classroom for ELL, ESL, EO and LD students. International Journal of Modern Education Studies, 3(2), 65-81.

Martin-Chang, S., Ouellette, G., & Bond, L. (2017). Differential effects of context and feedback on orthographic learning: How good is good enough?. Scientific Studies of Reading, 21(1), 17-30.

Martins, M. A., Salvador, L., Albuquerque, A., & Silva, C. (2016). Invented spelling activities in small groups and early spelling and reading. Educational Psychology, 36(4), 738-752.

Ouellette, G. , Senechal, M. & Haley, A. (2013) Guiding children's invented spellings: A gateway into literacy learning, _The Journal of Experimental Education, 81, _261-279, DOI: 10.1080/00220973.2012.699903

Putman, R. (2017). Using research to make informed decisions about the spelling curriculum. Texas Journal of Literacy Education, 5(1), 24-32.

Wilson, K. M., & Trainin, G. (2007). First-grade students' motivation and achievement for reading, writing, and spelling. Reading Psychology, 28(3), 257-282.