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The spelling problem page
How is good spelling achieved? ii
Determinants of competence in spelling
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active self-testing adults affect spelling Ahlstrom alphabet approach attention attitude auditory auditory imagery chil child children taught children's writing creative writing diagnostic tests dictation dren Education errors example experience eye-movements factor familiar Fernald finger-tracing flash cards free writing Gilbert and Gilbert groups Hildreth homophones immediate memory improve spelling incidental learning initial teaching alphabet involved kinaesthetic kind language learn the words learning to spell letter sequences Look and Say meaningful nonsense words perceptual habits phonemically regular poor spellers possible presented Radaker reading and spelling reasonable phonic alternatives recall remedial rote learn Schonell Schonell's Scottish self-image sensory sequences of letters serial probability skill sound Spache spell a word spell correctly spelling ability spelling attainment spelling lists spelling rules spelling vocabulary structure suggested syllables tachistoscope teacher teaching of spelling teaching spelling techniques tion University of Leicester visual imagery visual perception vowel word lists write the word written