Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
School Psychology International
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Winter, S.
Right arrow Articles by Lendrumc, A.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Direct Instruction Spelling

Two Hong Kong Projects

Sam Winter

Department of Education, Hong Kong University

Elizabeth Glenville

Boundary Junior School, Hong Kong

Ann Lendrumc

Island Secondary School, Hong Kong

Direct instruction approaches to the teaching of English spelling skills are described and evaluated. Two commercially available direct instruction spelling programmes (Spelling Mastery and Corrective Spelling through Morphographs) are outlined. Two Hong Kong projects utilizing these programmes are described; one in a primary school and the other in a secondary school. The results indicate that these programmes are effective in improving the spelling skills of pupils in mainstream schools who are of average to below average spelling ability. There is evidence to suggest that the programmes are most successful with pupils who are low-performing spellers relative to their peers.

School Psychology International, Vol. 11, No. 1, 45-54 (1990)
DOI: 10.1177/0143034390111007
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?