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The Role of Awareness in Teaching and Learning of Literacy and Numeracy in Key Stage 2

Grant reference: L139251015

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Journal article details

Learning morphological and phonological spelling rules : an intervention study
The authors looked at the effects of teaching 7- and 8-year-old children morphological and phonological distinctions. Some of those given morphological training and some of those given phonological training were also taught how to represent these distinctions in writing. All 4 intervention groups did better than the control group in a standardized test of reading after the intervention. There were gains in children's use of morphological spelling rules but not in their use of conditional phonologically based spelling rules. The improvement in the use of morphological rules in spelling was confined to groups trained in morphology. Training in phonology also had a beneficial effect on the use of morphology in reading. The results are interpreted within the framework of a dual-route model of learning to read and spell.
Original Document
10.1207/S1532799XSSR0703_6
English

Primary contributor

Author Terezinha Nunes

Additional contributors

Co-author Peter Bryant
Co-author Jenny Olsson

Additional details

7
3
Yes
1088-8438
Routledge, Taylor & Francis Group
01 July 2003
289-307
Abingdon
Post-print
Scientific studies of reading

Cite this outcome

Harvard

Nunes, Terezinha et al (2003) Learning morphological and phonological spelling rules : an intervention study. Scientific studies of reading. 7 (3), pp. 289-307 Abingdon: Routledge, Taylor & Francis Group.

Vancouver

Nunes Terezinha et al. Learning morphological and phonological spelling rules : an intervention study. Scientific studies of reading 2003; 7 (3): 289-307.