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Kim A. H. Cordewener, Fred Hasselman, Ludo Verhoeven & Anna M. T. Bosman. (2018) The Role of Instruction for Spelling Performance and Spelling Consciousness. The Journal of Experimental Education 86:2, pages 135-153.
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Kim A. H. Cordewener, Ludo Verhoeven & Anna M. T. Bosman. (2016) Improving Spelling Performance and Spelling Consciousness. The Journal of Experimental Education 84:1, pages 48-74.
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Susan
De La Paz. (2007) Managing Cognitive Demands for Writing: Comparing the Effects of Instructional Components in Strategy Instruction. Reading & Writing Quarterly 23:3, pages 249-266.
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LornaK.S. Chan & Kerry Dally. (2001) Instructional techniques and service delivery approaches for students with learning difficulties. Australian Journal of Learning Disabilities 6:3, pages 14-21.
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Articles from other publishers (14)
Daniela Singh, Elizabeth Wonnacott & Anna Samara. (2021) Statistical and explicit learning of graphotactic patterns with no phonological counterpart: Evidence from an artificial lexicon study with 6–7-year-olds and adults. Journal of Memory and Language 121, pages 104265.
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Janet S. Twyman. (2021) The Evidence is in the Design. Perspectives on Behavior Science 44:2-3, pages 195-223.
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Rebecca Treiman. (2018) Statistical Learning and Spelling. Language, Speech, and Hearing Services in Schools 49:3S, pages 644-652.
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Joy E. Good, Dee M. Lance & Jacquie Rainey. (2014) The Effects of Morphological Awareness Training on Reading, Spelling, and Vocabulary Skills. Communication Disorders Quarterly 36:3, pages 142-151.
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Kim A.H. Cordewener, Anna M.T. Bosman & Ludo Verhoeven. (2015) Implicit and explicit instruction. Written Language & Literacy Written Language and Literacy 18:1, pages 121-152.
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Steve Graham & Tanya Santangelo. (2014) Does spelling instruction make students better spellers, readers, and writers? A meta-analytic review. Reading and Writing 27:9, pages 1703-1743.
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M.J. Kemper, L. Verhoeven & A.M.T. Bosman. (2012) Implicit and explicit instruction of spelling rules. Learning and Individual Differences 22:6, pages 639-649.
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Julie J. Masterson & Kenn Apel. (2010) Linking Characteristics Discovered in Spelling Assessment to Intervention Goals and Methods. Learning Disability Quarterly 33:3, pages 185-198.
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Cecilia Kirk & Gail T. Gillon. (2009) Integrated Morphological Awareness Intervention as a Tool for Improving Literacy. Language, Speech, and Hearing Services in Schools 40:3, pages 341-351.
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Margot E. Kelman & Kenn Apel. (2016) Effects of a Multiple Linguistic and Prescriptive Approach to Spelling Instruction. Communication Disorders Quarterly 25:2, pages 56-66.
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Mieke Bos & Pieter Reitsma. (2003) Experienced teachers’ expectations about the potential effectiveness of spelling exercises. Annals of Dyslexia 53:1, pages 104-127.
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Kelly B. Cartwright. (2002) Cognitive development and reading: The relation of reading-specific multiple classification skill to reading comprehension in elementary school children.. Journal of Educational Psychology 94:1, pages 56-63.
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Steve Graham. (2000) Should the natural learning approach replace spelling instruction?. Journal of Educational Psychology 92:2, pages 235-247.
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Steve Graham. (2016) Handwriting and Spelling Instruction for Students with Learning Disabilities: A Review. Learning Disability Quarterly 22:2, pages 78-98.
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