Does Spelling Still Matter-and If So, How Should It Be Taught? Perspectives from Contemporary and Historical Research

Does Spelling Still Matter-and If So, How Should It Be Taught? Perspectives from Contemporary and Historical Research

10.1007/s10648-021-09611-y

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Bibliographic Details
Main Authors: Pan, Steven C, Rickard, Timothy C, Bjork, Robert A
Other Authors: PSYCHOLOGY
Format: Review
Language:English
Published: SPRINGER/PLENUM PUBLISHERS 2022
Subjects:
Social Sciences
Psychology, Educational
Psychology
Spelling
Evidence-based learning
Explicit instruction
Incidental instruction
Literacy
Testing
Online Access:https://scholarbank.nus.edu.sg/handle/10635/228348
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Institution: National University of Singapore
Language: English
id sg-nus-scholar.10635-228348
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spelling sg-nus-scholar.10635-2283482024-11-12T16:26:11Z Does Spelling Still Matter-and If So, How Should It Be Taught? Perspectives from Contemporary and Historical Research Pan, Steven C Rickard, Timothy C Bjork, Robert A PSYCHOLOGY Dr Steven Chiu Pan Social Sciences Psychology, Educational Psychology Spelling Evidence-based learning Explicit instruction Incidental instruction Literacy Testing 10.1007/s10648-021-09611-y EDUCATIONAL PSYCHOLOGY REVIEW 33 4 1523-1552 2022-07-13T02:47:01Z 2022-07-13T02:47:01Z 2021-03-30 2022-07-11T07:18:50Z Review Pan, Steven C, Rickard, Timothy C, Bjork, Robert A (2021-03-30). Does Spelling Still Matter-and If So, How Should It Be Taught? Perspectives from Contemporary and Historical Research. EDUCATIONAL PSYCHOLOGY REVIEW 33 (4) : 1523-1552. ScholarBank@NUS Repository. https://doi.org/10.1007/s10648-021-09611-y 1040726X 1573336X https://scholarbank.nus.edu.sg/handle/10635/228348 en SPRINGER/PLENUM PUBLISHERS Elements
institution National University of Singapore
building NUS Library
continent Asia
country Singapore
Singapore
content_provider NUS Library
collection ScholarBank@NUS
language English
topic Social Sciences
Psychology, Educational
Psychology
Spelling
Evidence-based learning
Explicit instruction
Incidental instruction
Literacy
Testing
spellingShingle Social Sciences
Psychology, Educational
Psychology
Spelling
Evidence-based learning
Explicit instruction
Incidental instruction
Literacy
Testing
Pan, Steven C
Rickard, Timothy C
Bjork, Robert A
Does Spelling Still Matter-and If So, How Should It Be Taught? Perspectives from Contemporary and Historical Research
description 10.1007/s10648-021-09611-y
author2 PSYCHOLOGY
author_facet PSYCHOLOGY
Pan, Steven C
Rickard, Timothy C
Bjork, Robert A
format Review
author Pan, Steven C
Rickard, Timothy C
Bjork, Robert A
author_sort Pan, Steven C
title Does Spelling Still Matter-and If So, How Should It Be Taught? Perspectives from Contemporary and Historical Research
title_short Does Spelling Still Matter-and If So, How Should It Be Taught? Perspectives from Contemporary and Historical Research
title_full Does Spelling Still Matter-and If So, How Should It Be Taught? Perspectives from Contemporary and Historical Research
title_fullStr Does Spelling Still Matter-and If So, How Should It Be Taught? Perspectives from Contemporary and Historical Research
title_full_unstemmed Does Spelling Still Matter-and If So, How Should It Be Taught? Perspectives from Contemporary and Historical Research
title_sort does spelling still matter-and if so, how should it be taught? perspectives from contemporary and historical research
publisher SPRINGER/PLENUM PUBLISHERS
publishDate 2022
url https://scholarbank.nus.edu.sg/handle/10635/228348
_version_ 1821224279658725376

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