Investigating the efficacy of using error analysis data to inform explicit teaching of spelling

References

• Abbott, R., Berninger, V., & Fayol, M. (2010). Longitudinal relationships to levels of language in writing and between writing and reading in grades 1 to 7. Journal of Educational Psychology, 102(2), 281–291.
   Web of Science ®Google Scholar
• Adelman, J. S., Brown, G., & Quesada, J. F. (2006). Contextual diversity, not word frequency, determines word-naming and lexical decision times. Psychological Science, 17(9), 814–823.
   PubMed Web of Science ®Google Scholar
• Adoniou, M. (2014). What should teachers know about spelling? Literacy, 48(3), 144–154.
   Web of Science ®Google Scholar
• Australian Capital Territory (ACT) Government (2018). Census of ACT Schools. Canberra: A. G. Education. https://www.education.act.gov.au/__data/assets/pdf_file/0018/1202139/February-2018-Census.pdf
   Google Scholar
• Australian Curriculum, Assessment, & Reporting Authority (ACARA). (2015). ICSEA: My School Fact Sheet. https://docs.acara.edu.au/resources/About_icsea_2014.pdf
   Google Scholar
• Australian Curriculum, Assessment, & Reporting Authority (ACARA). (2018). My School. http://www.myschool.edu.au/
   Google Scholar
• Australian Curriculum, Assessment, & Reporting Authority (ACARA). (2019). Australian Curriculum: English. Australian Curriculum, Assessment and Reporting Authority. http://www.australiancurriculum.edu.au/English/Curriculum/F–10
   Google Scholar
• Bahr, R., Silliman, E., & Berninger, V. (2009). What spelling errors have to tell about vocabulary learning. In C. Woods & V. Connelly (Eds.), Contemporary perspectives on reading and writing (pp. 109–129). New York: Routledge.
   Google Scholar
• Bahr, R. (2015). Spelling strategies and word formation processes. In R. Bahr & E. Silliman (Eds.), Routledge handbook of communication disorders (pp. 193–203). London: Routledge.
   Google Scholar
• Bear, D. R., Invernizzi, M., Templeton, S., & Johnston, F. (2012). Words their way: Word study for phonics, vocabulary, and spelling instruction (5th ed.).  Upper Saddle River, NJ: Pearson Education, Inc
   Google Scholar
• Berninger, V., Abbott, R., Nagy, W., & Carlisle, J. (2010). Growth in phonological, orthographic, and morphological awareness in grades 1 to 6. Journal of Psycholinguistic Research, 39(2), 141–163.
   PubMed Web of Science ®Google Scholar
• Bowers, J., & Bowers, P. (2018). Progress in reading instruction requires a better understanding of the English spelling system. Association for Psychological Science, 27(6), 407–412.
   Web of Science ®Google Scholar
• Carlisle, J., McBride-Chang, C., Nagy, W., & Nunes, T. (2010). Effects of instruction in morphological awareness on literacy achievement: An integrative review. International Reading Association, 45(4), 464–487.
   Web of Science ®Google Scholar
• Carreker, S. R., Joshi, M., & Boulware-Gooden, R. (2010). Spelling-related teacher knowledge: The impact of professional development on identifying appropriate instructional activities. Learning Disability Quarterly, 33, 148–158. 3
   Web of Science ®Google Scholar
• Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155–159.
   PubMed Web of Science ®Google Scholar
• Conrad, N., Kennedy, K., Saoud, W., Scallion, L., & Hanusiak, L. (2019). Establishing word representations through reading and spelling: Comparing degree of orthographic learning. Jouranl of Research in Reading, 42, 162–177. 1
   Web of Science ®Google Scholar
• Daffern, T. (2016). What happens when a teacher uses metalanguage to teach spelling? The Reading Teacher, 70(4), 423–434. https://doi.org/10.1002/trtr.1528
   Google Scholar
• Daffern, T. (2017). Linguistic skills involved in learning to spell: An Australian study. Language and Education, 31(1), 307–329. https://doi.org/10.1080/09500782.2017.1296855
   Google Scholar
• Daffern, T. (2018). The components of spelling: Instruction and assessment for the linguistic inquirer. Literacy Education Solutions
   Google Scholar
• Daffern, T., & Mackenzie, M. (2020). A case study on the challenges of learning and teaching English spelling: Insights from eight Australian students and their teachers. Literacy, 54(3), 99–110. https://doi.org/https://doi.org/10.1111/lit.12215
   Web of Science ®Google Scholar
• Daffern, T., Mackenzie, N. M., & Hemmings, B. (2015). The development of a spelling assessment tool informed by Triple Word Form Theory. Australian Journal of Language & Literacy, 38(2), 72–82
   Web of Science ®Google Scholar
• Daffern, T., Mackenzie, N. M., & Hemmings, B. (2017a). Predictors of writing success: How important are spelling, grammar and punctuation? Australian Journal of Education, 61(1), 75–87. https://doi.org/10.1177/0004944116685319
   Web of Science ®Google Scholar
• Daffern, T., Mackenzie, N. M., & Hemmings, B. (2017b). Testing spelling: How does a dictation method measure up to a proofreading and editing format? Australian Journal of Language & Literacy, 40(1), 28–45
   Google Scholar
• Daffern, T., & Ramful, A. (2020). Measurement of spelling ability: Construction and validation of a phonological, orthographic and morphological pseudo-word instrument. Reading and Writing, 33(3), 571–603. https://doi.org/10.1007/s11145-019-09976-1
   Web of Science ®Google Scholar
• Daffern, T., Thompson, K., & Ryan, L. (2020). Teaching spelling in context can also be explicit and systematic. Practical Literacy: The Early and Primary Years, 25(1), 8–12.
   Google Scholar
• Devonshire, V., Morris, P., & Fluck, M. (2013). Spelling and reading development: The effect of teaching children multiple levels of representation in their orthography. Learning and Instruction, 25, 85–94.
   Web of Science ®Google Scholar
• Ehri, L. C., Nunes, S. R., Stahl, S. A., & Willows, D. M. (2012). Systematic phonics instruction helps students learn to read: Evidence from the National Reading Panel’s meta-analysis. In D. Wyse (Ed.), Literacy teaching and education (Vol. 4, pp. 184–236). London: SAGE Publications.
   Google Scholar
• Garcia, N., Abbott, R., & Berninger, V. (2010). Predicting poor, average, and superior spellers in grades 1 to 6 from phonological, orthographic, and morphological, spelling, or reading composites. Written Language and Literacy, 13(1), 61–98.
   Google Scholar
• Gentry, J. R. (2012). An analysis of developmental spelling in GNYS AT WRK. In D. Wyse (Ed.), Literacy teaching and education (Vol. 3, pp. 347–357). London: SAGE Publications.
   Google Scholar
• Goss, P., Hunter, J., Romanes, D., & Parsonage, H. (2015), July. Targeted teaching: How better use of data can improve student learning. Grattan Institute. G. Institute. https://grattan.edu.au/wp-content/uploads/2015/07/827-Targeted-Teaching.pdf
   Google Scholar
• Graham, L., White, W., Tancredi, H., Snow, P. C., & Kologon, K. (2020). A longitudinal analysis of the alignment between children’s early word‑level reading trajectories, teachers’ reported concerns and supports provided. Reading & Writing, Online First. 10.1007/s11145-020-10023-7 8
   Google Scholar
• 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.
   Web of Science ®Google Scholar
• Hattie, J. A. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York: Routledge.
   Google Scholar
• Herrington, M. C., & Macken-Horarik, M. (2015). Linguistically informed teaching of spelling: Toward a relational approach. Australian Journal of Language & Literacy, 38(2), 61–71.
   Web of Science ®Google Scholar
• Joshi, M., Treiman, R., Carreker, S. R., & Moats, L. (2008). How words cast their spell: Spelling is an integral part of learning the language, not a matter of memorization. American Educator, 32(4), 6–16
   Google Scholar
• Kirk, C., & Gillon, G. T. (2009). Integrated morphological awareness intervention as a tool for improving literacy. Language, Speech, and Hearing Services in Schools, 40(3), 341–351.
   PubMed Web of Science ®Google Scholar
• Kohnen, S., Nickels, L., & Castles, A. (2009). Assessing spelling skills and strategies: A critique of available resources. Australian Journal of Learning Difficulties, 14(1), 113–150.
   Google Scholar
• Moats, L. (2005/06). How spelling supports reading. American Educator, Winter, 12–43.
   Google Scholar
• Moats, L. (2014). What teachers don’t know and why they aren’t learning it: Addressing the need for content and pedagogy in teacher education. Australian Journal of Learning Difficulties, 19(2), 75–91.
   Google Scholar
• Puliatte, A., & Ehri, L. (2018). Do 2nd and 3rd grade teachers’ linguistic knowledge and instructional practices predict spelling gains in weaker spellers? Reading and Writing, 31(2), 239–266.
   Web of Science ®Google Scholar
• Richards, T., Aylward, E., Berninger, V., Field, K., Grimme, A., Richards, A., & Nagy, W. (2006). Individual fMRI activation in orthographic mapping and morpheme mapping after orthographic or morphological spelling treatment in child dyslexics. Journal of Neurolinguistics, 19(1), 56–86.
   Web of Science ®Google Scholar
• Richards, T., Aylward, E., Field, K., Grimme, A., Raskind, W., Richards, A., … Berninger, V. (2006). Converging evidence for triple word form theory in children with dyslexia. Developmental Neuropsychology, 30(1), 547–589.
   PubMed Web of Science ®Google Scholar
• Richards, T., Berninger, V., & Fayol, M. (2009). fMRI activation differences between 11-year-old good and poor spellers’ access in working memory to temporary and long-term orthographic representations. Journal of Neurolinguistics, 22(4), 327–353.
   Web of Science ®Google Scholar
• Robinson-Kooi, S., & Hammond, L. (2020a). The Spelling Detective Project: A Year 2 explicit instruction spelling intervention. Australian Journal of Teacher Education, 45(3), 63–80.
   Web of Science ®Google Scholar
• Robinson-Kooi, S., & Hammond, L. (2020b). Using sentence dictation to practise and assess taught spelling and punctuation skills: A Year 2 explicit instruction intervention. Australian Journal of Learning Difficulties, 25(1), 83–108.
   Web of Science ®Google Scholar
• Schlagal, B. (2007). Best practices in spelling and handwriting. In S. Graham, C. A. MacArthur, & J. Fitzgerald (Eds.), Best practices in writing instruction (pp. 179–200). New York: The Guilford Press.
   Google Scholar
• Silliman, E., Bahr, R., Nagy, W., & Berninger, V. (2018). Language bases of spelling in writing during early and middle childhood: Grounding applications to struggling writers in typical writing development. In B. Miller, P. McCardle, & V. Connelly (Eds.), Writing Development in Struggling Learners: Understanding the Needs of Writers across the Lifecourse (pp. 99–119). Leiden, The Netherlands: Brill.
   Google Scholar
• Stark, H. L., Snow, P. C., Eadie, P. A., & Goldfield, S. R. (2016). Language and reading instruction in early years’ classrooms: The knowledge and self-rated ability of Australian teachers. Annals of Dyslexia, 66, 28–54. 1
   PubMed Web of Science ®Google Scholar
• Sumner, E., Connelly, V., & Barnett, A. (2016). The influence of spelling ability on vocabulary choices when writing for children with dyslexia. Journal of Learning Disabilities, 49(3), 293–304.
   PubMed Web of Science ®Google Scholar
• Timperley, H. (2009). Using assessment data for improving teaching practice. Paper presented at the Australian Council for Educational Research Conference, Perth, WA, Australia. https://research.acer.edu.au/cgi/viewcontent.cgi?article=1036&context=research_conference
   Google Scholar
• Treiman, R. (2017). Learning to spell words: Findings, theories, and issues. Scientific Studies of Reading, 21(4), 1–12.
   Web of Science ®Google Scholar
• Treiman, R. (2018). Teaching and learning spelling. Child Development Perspectives, 12(4), 235–239.
   Web of Science ®Google Scholar
• Treiman, R., Hulslander, J., Olson, R. K., Willcutt, E. G., Byrne, B., & Kessler, B. (2019). The unique role of early spelling in the prediction of later literacy performance. Scientific Studies of Reading, 23(5), 437–444.
   Web of Science ®Google Scholar
• Van Geel, M., Keuning, T., Visscher, A., & Fox, J. (2016). Assessing the effects of a school-wide data-based decision-making intervention on student achievement growth in primary schools. American Educational Research Journal, 53(2), 360–394.
   Web of Science ®Google Scholar
• Westwood, P. (2005). Spelling: Approaches to teaching and assessment. Camberwell, Vic: ACER Press.
   Google Scholar
• Westwood, P. (2018). Learning to spell: Enduring theories, recent research and current issues. Australian Journal of Learning Difficulties, 23(2), 137–152.
   Web of Science ®Google Scholar
• Zhang, L., & Treiman, R. (2020). Spelling. In S. Hupp & J. D. Jewell (Eds.) The Encylopedia of Child and Adolsecent Development (pp. 1–11): John Wiley & Sons, Inc.
   Google Scholar