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Student and teacher perspectives on spelling
Tessa DAFFERN, Sarah Critten
Education
Research output
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Contribution to journal
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Article
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peer-review
11
Citations (Scopus)
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Keyphrases
Teaching-learning
100%
Student Perspectives
100%
High-achieving
100%
Teacher Perspectives
100%
Strategy Use
100%
Low-achieving
100%
Dictation Task
100%
Morphological Processing
100%
School Context
50%
Primary School
50%
Teaching Students
50%
Structured Interview
50%
Childrens
50%
Teaching Spelling
50%
Nonfiction
50%
Data Triangulation
50%
Metalanguage
50%
Pedagogical Content Knowledge
50%
Spelling Errors
50%
Linguistic Processes
50%
Phonological Processing
50%
Orthographic Processing
50%
Fiction Text
50%
Linguistic Strategies
50%
Multiple Case Study Approach
50%
Written Text
50%
Social Sciences
Narrative
100%
Primary School
100%
Teaching Practice
100%
Semi-Structured Interview
100%
Metalanguage
100%
Linguistic Processes
100%