Spelling: teaching and learning spelling

Colin Harrison and Greg Brooks | View as single page| Feedback/Impact

Interventions for literacy

The only schemes reviewed (see below) are ones that are readily available and that have been quantitatively evaluated in the UK and shown in at least one study to double pupils' normal rate of progress. For tests which provide reading or spelling ages this means a ratio gain of at least 2.0, that is, average monthly progress of at least two months of reading/spelling age per month between pre- and post-test. For tests which provide standardised scores this means an effect size of at least 0.5. For more detail see Greg Brooks's book via the weblink. http://www.interventionsforliteracy.org.uk/