To show or tell: Improving the spelling of rule-based words with explicit or implicit practice

Abstract

Purpose Children make spelling errors despite classroom instruction on phoneme-grapheme connections and spelling rules. We examined whether additional practice helps to decrease the number of spelling errors for a morphological spelling rule. We distinguished explicit practice in applying a spelling rule from implicit exposure to correct word forms. Method After a dictation task, Dutch second graders (n = 139; 46.8% girls) were matched and randomly divided over explicit, implicit, and no-additional practice conditions. Additional practice was based on evidence-based exercises and encompassed five sessions. The dictation task included target words that were practiced, as well as transfer words that were not. Results Both explicit and implicit practice resulted in better performance on target words (large effect) as well as transfer words (medium to large effect) compared to no-additional practice. There were no differences between implicit and explicit practice. Conclusion These findings indicate that spelling performance can be improved by additional practice, both by telling and showing. Using evidence-based explicit or implicit exercises after classroom instruction has taken place can (further) improve children’s spelling of rule-based words.