Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 0 |
| Since 2017 (last 10 years) | 1 |
| Since 2007 (last 20 years) | 1 |
Descriptor
| Decoding (Reading) | 1 |
| Elementary School Students | 1 |
| Grade 1 | 1 |
| Low Income Students | 1 |
| Memory | 1 |
| Novelty (Stimulus Dimension) | 1 |
| Pronunciation | 1 |
| Semantics | 1 |
| Spelling | 1 |
| Teaching Methods | 1 |
| Urban Schools | 1 |
| More ▼ | |
Source
| Reading and Writing: An… | 1 |
Author
| Chambrè, Susan J. | 1 |
| Ehri, Linnea C. | 1 |
| Ness, Molly | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Early Childhood Education | 1 |
| Elementary Education | 1 |
| Grade 1 | 1 |
| Primary Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkChambrè, Susan J.; Ehri, Linnea C.; Ness, Molly – Reading and Writing: An Interdisciplinary Journal, 2020
An experiment examined orthographic facilitation of vocabulary learning, that is, whether showing students spellings of novel words during learning helps them remember the words when spellings are no longer present. The purpose was to determine whether having students decode the spellings of vocabulary words improves word learning over passive…
Descriptors: Vocabulary Development, Spelling, Written Language, Novelty (Stimulus Dimension)
