The Mnemonic Power of Print: The contribution of Word Spellings for Vocabulary Learning and Instruction

Research Question: Could new vocabulary items be read by sight?

Methods:Low frequency nouns were taught to second graders and fifth graders. Students rehearsed the pronounciations and meanings of the words over several trials. During the initial study trial words were introduced. All of the following trials tested their knowledge of the words. After each recall, correct responses were provided. Meanings were taught through pictures, definitions and multiple sentences. This clarified their meanings and use. Trials continued until students had met a set number of trials. In the treatment setting, student were taught with the word visable, in the control, there were no words visable.

Findings: In second graders, it was easier for students to recall meanings of words than pronounciations of words. Recall was superior when spellings were seen. This worked for the recall of meanings as well as the recall of pronounciations. 

Instructional Implications: When teaching new vocabulary, it is both crucial and beneficial to the student's learning to provide the spelling and visual of each vocabulary word in the lesson.