Spell It out: The Need for Detailed Spelling Assessment to Inform Instruction

Autor/inn/en	Al Otaiba, Stephanie; Hosp, John L.
Titel	Spell It out: The Need for Detailed Spelling Assessment to Inform Instruction
Quelle	In: Assessment for Effective Intervention, 36 (2010) 1, S.3-6 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/1534508410384478
Schlagwörter	Educational Strategies; Spelling; Adult Literacy; Spelling Instruction; Data Analysis; Decision Making; Evaluation Methods; Modeling (Psychology); English; Spanish; Chinese; Semitic Languages; Phonology; Preschool Education; Grade 2; Elementary Education; Florida + Suchen Sie Ihr Suchwort? Lehrstrategie; Schreibweise; Orthographieunterricht; Rechtschreibunterricht; Auswertung; Decision-making; Entscheidungsfindung; Modeling; Modelling; Modellierung; English language; Englisch; Spanisch; China; Chinesen; Arabisch; Hebräisch; Fonologie; Pre-school education; Vorschulerziehung; School year 02; 2. Schuljahr; Schuljahr 02; Elementarunterricht
Abstract	Spelling is an important, but often overlooked, component of literacy instruction and development. Although it is related to other aspects of literacy, there are independent theories of spelling development as well as assessment and instructional strategies that align with these theories. This article summarizes the rationale for linking assessment and instruction within the domain of spelling and provides an overview of this special series on spelling assessment and instruction. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10