Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 2 |
Descriptor
| English | 2 |
| Morphemes | 2 |
| Morphology (Languages) | 2 |
| Children | 1 |
| Direct Instruction | 1 |
| Elementary School Students | 1 |
| Instructional Effectiveness | 1 |
| Learning Processes | 1 |
| Learning Strategies | 1 |
| Literacy | 1 |
| Longitudinal Studies | 1 |
| More ▼ | |
Author
| Nunes, Terezinha | 2 |
| Bindman, Miriam | 1 |
| Bryant, P. | 1 |
| Burton, Lauren | 1 |
| Evangelou, Maria | 1 |
Publication Type
| Journal Articles | 2 |
| Opinion Papers | 1 |
| Reports - Evaluative | 1 |
| Reports - Research | 1 |
Education Level
| Elementary Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkBurton, Lauren; Nunes, Terezinha; Evangelou, Maria – British Journal of Educational Psychology, 2021
Background: Intervention studies have reported the advantage of teaching children about morphemes for spelling, but direct comparisons between explicit and implicit teaching have been examined systematically in relation to only a few morphological rules. Aims: This study compared explicit versus implicit teaching of the functional rule for the…
Descriptors: Spelling Instruction, Morphology (Languages), Direct Instruction, Morphemes
Nunes, Terezinha; Bryant, P.; Bindman, Miriam – Reading and Writing: An Interdisciplinary Journal, 2006
Because the spelling of many words in the English language (and in many other languages as well) depends on their morphemic structure, children have to have some knowledge about morphemes in order to learn to read and write. This raises the possibility that children gain much of their explicit knowledge about morphemes as a direct result of…
Descriptors: Spelling, Learning Strategies, Children, Morphology (Languages)
