Development of Word Knowledge as It Relates to Reading, Spelling, and Instruction.

Gill, J. Thomas, Jr.

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Peer reviewed

ERIC Number: EJ451249

Record Type: CIJE

Publication Date: 1992

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0360-9170

EISSN: N/A

Development of Word Knowledge as It Relates to Reading, Spelling, and Instruction.

Gill, J. Thomas, Jr.

Language Arts, v69 n6 p444-53 Oct 1992

Discusses how young minds come to understandings about how words work, what conditions are necessary for these realizations, and how teachers can help. Discusses instruction that hinders, allows, or helps students' progress. (RS)

Descriptors: Developmental Stages, Elementary Education, Reading Instruction, Spelling Instruction, Teacher Role, Teaching Methods, Word Study Skills

Publication Type: Journal Articles; Opinion Papers; Guides - Classroom - Teacher

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Note: Themed Issue: But What about Spelling?