Should the Natural Learning Approach Replace Spelling Instruction

By Steve Graham. 2000

123 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/5c0417aa643bc3349cbda85c14169baa953eda47

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In Developmental and Educational Psychology

In Education

In Language and Linguistics

Citations in the corpus

Effective Beginning Reading Instruction (2002, background): “A related direction is that exposure to a second language can have positive implications for literacy development in the first language, for example, increasing vocabulary knowledge (Cunningham & Graham, 2000).”
A meta-analysis of writing instruction for adolescent students. (2007, background): “Although there are a number of studies that examined whether handwriting and spelling skills can be improved by directly teaching them (see Graham, 1999, 2000), the impact of such instruction on writing quality has been examined only with primary grade children (e.g., Graham, Harris, & Fink, 2000,…”
Handbook of Research on Learning and Instruction (2011, background): “Critics of the information-process and expert-novice comparison theories (e.g., T ur-vey, Fitch, & Tuller, 1982) argue that using pre-determined motor programs when executing motor tasks is inadequate.”
Primary Grade Writing Instruction: A National Survey. (2008, background): “These schools represent each end of the writing instruction continuum ranging from explicit teaching to natural learning approaches (Graham, 2000).”
Implicit Cognition and Spelling Development (2001, background): “In a review of both approaches to spelling instruction, Graham (2000) concluded that incidental learning and explicit instruction make separate, but significant contributions to spelling development; natural learning may be superior to formal instruction on some measures of spelling ability,…”
Reading for Writing: A Meta-Analysis of the Impact of Reading Interventions on Writing (2017, background): “Likewise, teaching phonological awareness, phonics skills, vocabulary, and reading fluency should enhance students’ spelling skills (Graham, 2000).”
Teacher Efficacy in Writing: A Construct Validation With Primary Grade Teachers (2001, background): “Itwasanticipated that teacherswhoplacedgreateremphasisoncorrectness (i.e., were more controlling) would have a lower sense of efficacy, whereas teachers who emphasized natural learning methods (a humanistic approach; see Graham, 2000) would have a higher sense of efficacy.”
Prevention and Intervention of Writing Difficulties for Students with Learning Disabilities (2001, background): “On the other hand, there is a considerable body of literature that demonstrates that direct spelling instruction improves the spelling performance of both good and poor spellers (e.g., Gordon, Vaughn, & Schumm, 1993; Graham, 1983), but it is unlikely that such instruction is extensive or complete en”
Teaching Spelling in the Primary Grades: A National Survey of Instructional Practices and Adaptations (2008, background): “The two basic theoretical orientations to teaching spelling are spelling-is-“caught” and spelling-is-“taught” approaches (S. Graham, 2000).”