Exploring the potential of analogy instruction to support students' spelling development

被引：8

作者：

Brown, KJ ^{[1
]}

Sinatra, GM ^{[1
]}

Wagstaff, JM ^{[1
]}

机构：

[1] FORT FOOTE ELEMENTARY SCH, FT WASHINGTON, MD USA

来源：

ELEMENTARY SCHOOL JOURNAL | 1996年 / 97卷 / 01期

关键词：

D O I：

10.1086/461850

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The purpose of this study was to examine the potential influence of analogy instruction on students' spelling behavior. Analogy instruction helps students learn how to use common rimes (i.e., -ent, -ight, -at) strategically to identify and spell unfamiliar words. Instruction was conducted in a second-grade classroom and integrated into the reading/language arts program. We selected 9 students of varying ability and examined their writing samples and oral reading miscues with the goal of qualitatively analyzing their responses to the analogy instruction. Results indicated that all 9 students increased their use of an analogy spelling strategy over the course of the school year. Our findings suggest that analogy instruction can be integrated successfully into a rich reading language arts curriculum that can support students' reading and writing development simultaneously.

引用

页码：81 / 99

页数：19

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