Abstract

Many studies have focused on the effects of contextual and isolated word training on reading and spelling accuracy. However, fewer investigations have examined orthographic
development as measured by both reading and spelling of the same items. Here, 23 students in Grade 2 were recruited to participate in a 2x2 within subject design. Students were trained on 25 different words in four conditions: they read in and out of context and with and without corrective feedback. When children read in the context/feedback and isolation/feedback condition they made the most significant gains in reading accuracy. The third highest accuracy
scores were noted when children read in the context/no feedback condition and the lowest scores were observed in the isolation/no feedback condition. With regards to spelling accuracy no effect of feedback was found. However, unlike reading accuracy scores the highest spelling results
were found when children read in isolation.