• Users Online: 71
  • Home
  • Print this page
  • Email this page
Home About us Editorial board Search Ahead of print Current issue Archives Submit article Instructions Subscribe Contacts Login 
Year : 2015  |  Volume : 2  |  Issue : 3  |  Page : 71-78

The effects of a teaching program targeting decoding and spelling with 7-8-year-old International School students

Department of Educational Sciences, Faculty of Psychology and Educational Sciences, University of Geneva, Geneva, Switzerland

Correspondence Address:
Georgina Gabor
13D Chemin De Sales, CH-1214 Vernier, Geneva
Login to access the Email id

Source of Support: None, Conflict of Interest: None

DOI: 10.4103/2395-2555.190471

Rights and Permissions

Aim: The present study investigated the effects and temporal sustainability of the gains of skill-based decoding and spelling instruction (n = 33) with 7-8-year-old students in an International School. Materials and Methods: The 12-week long program with 2 × 40 min sessions per week was repeated twice within one academic year. G1 (n = 11) received training in the first, G2 (n = 11) in the second semester. G3 (n = 11), who did not receive any additional training to their mainstream curriculum, served as a second control group. Results: The findings suggest that direct instruction of decoding appears to be efficient, moreover, appears to have an indirect effect on sentence comprehension. Some independence was observed between decoding and spelling skills in the students' response to training. Second posttests 4 months after the training stopped revealed stable gain on all three variables of decoding, spelling, and sentence comprehension with G1. Conclusion: The study concludes that explicit, focused instruction of decoding and spelling in a small group setting has undeniable benefits.

Print this article     Email this article
 Next article
 Previous article
 Table of Contents

 Similar in PUBMED
   Search Pubmed for
   Search in Google Scholar for
 Related articles
 Citation Manager
 Access Statistics
 Reader Comments
 Email Alert *
 Add to My List *
 * Requires registration (Free)

 Article Access Statistics
    PDF Downloaded1388    
    Comments [Add]    

Recommend this journal