Spelling: What Can Be Diagnosed?

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Previous articleNext article No AccessSpelling: What Can Be Diagnosed?Robert L. HillerichRobert L. Hillerich Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 83, Number 2Nov., 1982 Article DOIhttps://doi.org/10.1086/461302 Views: 2Total views on this site Citations: 7Citations are reported from Crossref Copyright 1982 The University of ChicagoPDF download Crossref reports the following articles citing this article:Ward Mitchell Cates, Susan C. Goodling The relative effectiveness of learning options in multimedia computer-based fifth-grade spelling instruction, Educational Technology Research and Development 45, no.22 (Jun 1997): 27–46.https://doi.org/10.1007/BF02299523Alan S. Brown A review of recent research on spelling, Educational Psychology Review 2, no.44 (Dec 1990): 365–397.https://doi.org/10.1007/BF01323630Laurie Nelson SOMETHING BORROWED, SOMETHING NEW: TEACHING IMPLICATIONS OF DEVELOPMENTAL SPELLING RESEARCH, Reading Psychology 10, no.33 (Jul 2006): 255–274.https://doi.org/10.1080/0270271890100304Ward Mitchell Cates Putting Student Spelling Devils Out of Your Misery in Three to Ten Minutes a Day, The Clearing House: A Journal of Educational Strategies, Issues and Ideas 62, no.33 (Jul 2010): 101–107.https://doi.org/10.1080/00098655.1988.10114022 Darrell Morris , Laurie Nelson , and Jan Perney Exploring the Concept of "Spelling Instructional Level" Through the Analysis of Error-Types, The Elementary School Journal 87, no.22 (Oct 2015): 181–200.https://doi.org/10.1086/461488Carol Sue Englert, Elfrieda H. Hiebert, Sharon R. Stewart Spelling Unfamiliar Words By an Analogy Strategy, The Journal of Special Education 19, no.33 (Aug 2016): 291–306.https://doi.org/10.1177/002246698501900306Patrick Groff Word familiarity and spelling difficulty, Educational Research 26, no.11 (Jul 2006): 33–35.https://doi.org/10.1080/0013188840260106