Teaching Literacy Using a Multiple Linguistic Word-Study Spelling Approach: A Systematic Review
EBP Briefs
Wolter, J. (2009).
EBP Briefs, 3(5), 1-16.
This systematic review investigates the effect of multiple-linguistic word-study spelling intervnetions on literacy skills in school-age children with and without language-literacy deficits (LLD).
Not stated
Last 10 years, not further specified
Experimental randomized control trials; quasi-experimental study designs; case studies; single-group study designs; or single-subject study designs
13
Findings indicated that use of a multiple-linguistic word-study spelling intervention may positively contribute to young school-aged children's literacy. "Specifically, the inclusion of the linguistic factors of phonemic awareness and orthographic knowledge in explicit word-study spelling activities appears to facilitate improved word-level reading decoding, recognition, and spelling abilities in young school-age children with and without [language-literacy deficits] LLD" (p. 6).
