Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 2 |
| Since 2017 (last 10 years) | 2 |
| Since 2007 (last 20 years) | 6 |
Descriptor
| Elementary School Students | 6 |
| Error Analysis (Language) | 6 |
| Grade 5 | 5 |
| Accuracy | 3 |
| Comparative Analysis | 3 |
| Spelling | 3 |
| Writing (Composition) | 3 |
| English Language Learners | 2 |
| Expository Writing | 2 |
| Foreign Countries | 2 |
| Grade 4 | 2 |
| More ▼ | |
Source
| European Journal of… | 1 |
| Interactive Learning… | 1 |
| Journal of Learning… | 1 |
| Language, Speech, and Hearing… | 1 |
| Learning Disability Quarterly | 1 |
| Reading and Writing: An… | 1 |
Author
| Bouwmeester, Samantha | 1 |
| Carla Wood | 1 |
| Coulter, Gail A. | 1 |
| Hou, Huei-Tse | 1 |
| Hsieh, Ya-Hui | 1 |
| Joshi, R. Malatesha | 1 |
| Keisey Fumero | 1 |
| Lambert, Michael C. | 1 |
| Lin, Yi-Chun | 1 |
| Lindner, Amanda L. | 1 |
| McCutchen, Deborah | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 6 |
| Reports - Research | 6 |
Education Level
| Elementary Education | 6 |
| Grade 5 | 6 |
| Intermediate Grades | 5 |
| Middle Schools | 5 |
| Grade 4 | 3 |
| Grade 6 | 2 |
| Grade 3 | 1 |
Audience
Location
| Netherlands | 1 |
| Taiwan | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Woodcock Johnson Tests of… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkLindner, Amanda L.; Wijekumar, Kausalai; Joshi, R. Malatesha – Journal of Learning Disabilities, 2022
The depth of the English orthography makes reading and spelling in English a difficult task; particularly for English language learners (ELLs) whose first language (L1) has a shallow orthography. Mastering spelling in English is a critical component of increasing the English literacy of ELLs. This study investigated the English spelling of 569…
Descriptors: English (Second Language), Second Language Learning, Spelling, Writing Achievement
Download full textKeisey Fumero; Carla Wood – Language, Speech, and Hearing Services in Schools, 2022
Purpose: This study examines the written language samples of fifth grade English learner (EL) students with and without diagnosed language-based learning disabilities (LLDs) in an effort to explore the utility of such supplemental materials for aiding in differential diagnosis of ELs with and without LLDs. Method: This sample of 127 fifth grade…
Descriptors: Grammar, Verbs, Error Analysis (Language), Written Language
McCutchen, Deborah; Stull, Sara – Reading and Writing: An Interdisciplinary Journal, 2015
This study examined the relationship between children's morphological awareness and their ability to produce accurate morphological derivations in writing. Fifth-grade US students (n = 175) completed two writing tasks that invited or required morphological manipulation of words. We examined both accuracy and error, specifically errors in…
Descriptors: Morphology (Languages), Elementary School Students, Grade 5, Writing (Composition)
Hsieh, Ya-Hui; Lin, Yi-Chun; Hou, Huei-Tse – Interactive Learning Environments, 2016
Well-designed game-based learning can provide students with an innovative environment that may enhance students' motivation and engagement in learning and thus improve their learning performance. The purpose of this study was to examine the relationships among elementary school students' flow experience and learning performances. We also…
Descriptors: Foreign Countries, Elementary School Students, Educational Games, Learning Processes
Coulter, Gail A.; Lambert, Michael C. – Learning Disability Quarterly, 2015
The effects of preteaching key words on accuracy and fluency in connected text were examined with three fifth-grade participants identified with learning disability and reading two grade levels below their same age peers. Researchers incorporated a multiple baseline design (i.e., Baseline and Wordlist Intervention) and found that preteaching…
Descriptors: Learning Disabilities, General Education, Access to Education, Reading Fluency
Bouwmeester, Samantha; Verkoeijen, Peter P. J. L. – European Journal of Psychology of Education, 2011
In this study, we compared two instruction methods on spelling performance: a rewriting instruction in which children repeatedly rewrote words and an ambiguous property instruction in which children deliberately practiced on a difficult word aspect. Moreover, we examined whether the testing effect applies to spelling performance. One hundred…
Descriptors: Age, Spelling, Instructional Effectiveness, Elementary School Students
