Systematic review and meta-analysis of the implementation and effectiveness of spelling instruction and intervention

Document Type

Article

Publication Date

8-2024

Abstract

It is important for students to develop spelling skills, andspelling skills have been found to benefit the developmentof reading and writing skills. Past reviews and meta‐analyses supported the effectiveness of spelling instructionat improving a variety of academic outcomes includingspelling, reading, and writing. This review and meta‐analysiscontributes to this research and extends the currentresearch on the impact of implementation characteristicson effectiveness. This review and meta‐analysis included81 studies (43 group design and 38 single‐case design[SCD]). The meta‐analysis indicated an average effect ofspelling instruction and intervention that was small in thegroup design research (g = 0.319) and moderate in the SCDresearch (Tau‐U = 0.578). Implementation and methodo-logical characteristics were described, and the nature of thecomparison conditions and dependent variable wereidentified as potential moderators. A significant sample ofresearch represented a range of participant samples,implementation characteristics, instructional practices, andmethodological attributes. These results suggest thatexperimental spelling approaches are generally a modestimprovement on existing approaches and that littleresearch has investigated the effectiveness of some bestpractices, including practices that support individualizationof spelling instruction.

Department

Psychology

Print ISSN

0033-3085

College

Humanities and Social Sciences

Online ISSN

1520-6807

Publication Title

Psychology in the Schools

DOI

10.1002/pits.23223

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