An intervention program for teaching children about morphemes in the classroom: Effects on spelling
In the previous chapter, we saw that teaching children about morphemes has a strong and positive effect on their ability to analyze words into morphemes and to spell their suffixes. This seems to apply not only when children are taught on a one-to-one basis or in small groups but also when the teach...
| Main Authors: | , , , , , |
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| Format: | Book section |
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Routledge Taylor and Francis Group
2006
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| _version_ | 1797066460485386240 |
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| author | Birgisdottir, F Nunes, T Pretzlik, U Burman, D Gardner, S Bell, D |
| author_facet | Birgisdottir, F Nunes, T Pretzlik, U Burman, D Gardner, S Bell, D |
| author_sort | Birgisdottir, F |
| collection | OXFORD |
| description | In the previous chapter, we saw that teaching children about morphemes has a strong and positive effect on their ability to analyze words into morphemes and to spell their suffixes. This seems to apply not only when children are taught on a one-to-one basis or in small groups but also when the teaching is delivered to the whole class. However, in the studies we have discussed so far, the teaching was always delivered by researchers, unaffected by the daily pressures of school life, or by teachers working in close connection with researchers. In this and in the following chapter we will describe a project that assessed how our ideas work when used by teachers in real-life classroom settings and as part of their normal teaching. This chapter concentrates on the effects that the teaching program had on the children's ability to spell. |
| first_indexed | 2024-03-06T21:42:23Z |
| format | Book section |
| id | oxford-uuid:4860830a-a44f-4a4f-af89-35862e786efc |
| institution | University of Oxford |
| last_indexed | 2024-03-06T21:42:23Z |
| publishDate | 2006 |
| publisher | Routledge Taylor and Francis Group |
| record_format | dspace |
| spelling | oxford-uuid:4860830a-a44f-4a4f-af89-35862e786efc2022-03-26T15:25:24ZAn intervention program for teaching children about morphemes in the classroom: Effects on spellingBook sectionhttp://purl.org/coar/resource_type/c_3248uuid:4860830a-a44f-4a4f-af89-35862e786efcSymplectic Elements at OxfordRoutledge Taylor and Francis Group2006Birgisdottir, FNunes, TPretzlik, UBurman, DGardner, SBell, DIn the previous chapter, we saw that teaching children about morphemes has a strong and positive effect on their ability to analyze words into morphemes and to spell their suffixes. This seems to apply not only when children are taught on a one-to-one basis or in small groups but also when the teaching is delivered to the whole class. However, in the studies we have discussed so far, the teaching was always delivered by researchers, unaffected by the daily pressures of school life, or by teachers working in close connection with researchers. In this and in the following chapter we will describe a project that assessed how our ideas work when used by teachers in real-life classroom settings and as part of their normal teaching. This chapter concentrates on the effects that the teaching program had on the children's ability to spell. |
| spellingShingle | Birgisdottir, F Nunes, T Pretzlik, U Burman, D Gardner, S Bell, D An intervention program for teaching children about morphemes in the classroom: Effects on spelling |
| title | An intervention program for teaching children about morphemes in the classroom: Effects on spelling |
| title_full | An intervention program for teaching children about morphemes in the classroom: Effects on spelling |
| title_fullStr | An intervention program for teaching children about morphemes in the classroom: Effects on spelling |
| title_full_unstemmed | An intervention program for teaching children about morphemes in the classroom: Effects on spelling |
| title_short | An intervention program for teaching children about morphemes in the classroom: Effects on spelling |
| title_sort | intervention program for teaching children about morphemes in the classroom effects on spelling |
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