Spelling acquisition in children through interleaved practice: the role of instructional guidance.
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| Title: | Spelling acquisition in children through interleaved practice: the role of instructional guidance. |
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| Authors: | Klimovich, Marina1 (AUTHOR) marina.klimovich@uni-wuerzburg.de, Richter, Tobias1 (AUTHOR) |
| Source: | Cognitive Research: Principles & Implications. 10/9/2025, Vol. 10 Issue 1, p1-12. 12p. |
| Subject Terms: | *Spelling ability, *Orthography & spelling, *Teaching methods, *Prior learning, *Third grade (Education), *School children, *Learning, *Learning strategies |
| Abstract: | We report the results of a preregistered classroom experiment (https://aspredicted.org/x25h-d427.pdf) investigating the immediate and long-term effects of interleaved practice for learning spelling rules among German third graders (N = 147). The study also investigated whether instructional guidance—comprising prompts and explanations that highlight key features and direct attention to relevant differences between concepts—enhances the effectiveness of interleaving by supporting comparison processes. Children completed two training sessions practicing words governed by specific spelling rules (capitalization, single and multiple consonants, words with "i" and "ie," and words with "ss" and "ß"), with one session conducted in a blocked and the other in an interleaved format. Children made fewer spelling errors on words practiced under the interleaved condition compared to the blocked condition, both immediately after training and at an 8-week follow-up. Instructional guidance influenced performance on new, unpracticed words governed by the same spelling rules. However, its effectiveness was moderated by children's prior knowledge: instructional guidance supported children with low prior knowledge during blocked practice in the immediate posttest and benefited children with high prior knowledge during interleaved practice at follow-up. These findings suggest that interleaved practice is an effective strategy for promoting lasting learning of spelling rules and facilitating transfer, though primarily among children with high prior knowledge. Future research should investigate whether providing children with a broader knowledge base through explicit instruction before the practice phase can help children with low prior knowledge to benefit more fully from interleaving. [ABSTRACT FROM AUTHOR] |
| Copyright of Cognitive Research: Principles & Implications is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 188548341 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Spelling acquisition in children through interleaved practice: the role of instructional guidance. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Klimovich%2C+Marina%22">Klimovich, Marina</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> marina.klimovich@uni-wuerzburg.de</i><br /><searchLink fieldCode="AR" term="%22Richter%2C+Tobias%22">Richter, Tobias</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Cognitive+Research%3A+Principles+%26+Implications%22">Cognitive Research: Principles & Implications</searchLink>. 10/9/2025, Vol. 10 Issue 1, p1-12. 12p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Spelling+ability%22">Spelling ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Orthography+%26+spelling%22">Orthography & spelling</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Prior+learning%22">Prior learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Third+grade+%28Education%29%22">Third grade (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+strategies%22">Learning strategies</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: We report the results of a preregistered classroom experiment (https://aspredicted.org/x25h-d427.pdf) investigating the immediate and long-term effects of interleaved practice for learning spelling rules among German third graders (N = 147). The study also investigated whether instructional guidance—comprising prompts and explanations that highlight key features and direct attention to relevant differences between concepts—enhances the effectiveness of interleaving by supporting comparison processes. Children completed two training sessions practicing words governed by specific spelling rules (capitalization, single and multiple consonants, words with "i" and "ie," and words with "ss" and "ß"), with one session conducted in a blocked and the other in an interleaved format. Children made fewer spelling errors on words practiced under the interleaved condition compared to the blocked condition, both immediately after training and at an 8-week follow-up. Instructional guidance influenced performance on new, unpracticed words governed by the same spelling rules. However, its effectiveness was moderated by children's prior knowledge: instructional guidance supported children with low prior knowledge during blocked practice in the immediate posttest and benefited children with high prior knowledge during interleaved practice at follow-up. These findings suggest that interleaved practice is an effective strategy for promoting lasting learning of spelling rules and facilitating transfer, though primarily among children with high prior knowledge. Future research should investigate whether providing children with a broader knowledge base through explicit instruction before the practice phase can help children with low prior knowledge to benefit more fully from interleaving. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Cognitive Research: Principles & Implications is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1186/s41235-025-00680-z Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 12 StartPage: 1 Subjects: – SubjectFull: Spelling ability Type: general – SubjectFull: Orthography & spelling Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Prior learning Type: general – SubjectFull: Third grade (Education) Type: general – SubjectFull: School children Type: general – SubjectFull: Learning Type: general – SubjectFull: Learning strategies Type: general Titles: – TitleFull: Spelling acquisition in children through interleaved practice: the role of instructional guidance. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Klimovich, Marina – PersonEntity: Name: NameFull: Richter, Tobias IsPartOfRelationships: – BibEntity: Dates: – D: 09 M: 10 Text: 10/9/2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 23657464 Numbering: – Type: volume Value: 10 – Type: issue Value: 1 Titles: – TitleFull: Cognitive Research: Principles & Implications Type: main |
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