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Show LETRS based spelling curriculum 37 References Bahr, R. H., Silliman, E. R., & Berninger, V. W. (2020). Derivational morphology bridges phonology and orthography: Insights into the development of word-specific spellings by superior, average, and poor spellers.Language, Speech,and Hearing Services in Schools, 51(3), 640-654. Bowers, J. S., & Bowers, P. N. (2017). Beyond phonics: The case for teaching children the logic of the English spelling system.Educational Psychologist,52(2), 124-141. http://dx.doi.org/10.1080/00461520.2017.1288571 Carreker, S., Joshi, R. M., & Boulware-Gooden, R. (2010). Spelling-related teacher knowledge: The impact of professional development on identifying appropriate instructional activities.Learning Disability Quarterly,33(3),148-158. https://doi.org/10.1177/073194871003300304 Daffern, T. (2017). What happens when a teacher uses metalanguage to teach spelling?Reading Teacher, 70(4), 423–434.https://doi-org.hal.weber.edu/10.1002/trtr.1528 Daffern, T., & Ramful, A. (2020). Measurement of spelling ability: Construction and validation of a phonological, orthographic and morphological pseudo-word instrument for students in grades 3–6.Reading & Writing, 33(3), 571-603. https://doi.org/10.1007/s11145-019-09976-1 Devonshire, V., Morris, P., & Fluck, M. (2013). Spelling and reading development: The effect of teaching children multiple levels of representation in their orthography.Learning and Instruction, 25, 85-94.https://doi.org/10.1016/j.learninstruc.2012.11.007 Dickson, S. (2022). LETRS fact sheet.Utah Board OfEducation. https://www.schools.utah.gov/board/utah/_strategies_/LETRSFactSheet.pdf |
