Abstract
"Integrated" didactics of spelling sets spelling learning in a functional situation of text production. From this setting spelling skills are constructed and used during writing lessons and later, during text revision. To compare the effects of integrated didactics and didactics based on memorization drills, dictations, a survey was conducted during one school year in second and sixth grade classes. This article analyses spelling knowledge management during delayed revision of narratives. The evolution is great between the second and the sixth grade : lexical revisions are reduced, focus is on grammatical morphemes transformation and punctuation. The benefits of integrated didactics are more obvious at the sixth grade : it makes pupils revise spelling and text organization more frequently. Individual variations remain important and call for reflexion concerning differentiated techniques applied to spelling acquisition.
Published Version
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