Teaching verb spelling through explicit direct instruction

Homophonous verb forms are notoriously difficult to spell. Two intervention studies - one with secondary-school students and university compared the effectiveness of an Explicit Direct Instruction (EDI) teaching approach that was very interactive traditional instruction (TI) on Dutch homophonous spelling. The two approaches differ in attention dedicated identification grammatical functions teacher’s guidance students, which affects interactivity during classes. Students were pre-tested post-tested their knowledge grammar spelling embedded sentences. Both EDI TI courses consisted 4.5 hours training. Secondary-school students’ verb-spelling performance improved, irrespective type instruction. University increased after both interventions, probably resulting from improved knowledge. Importantly, more than because had learnt rely or make better use mastery. These results line our hypothesis explicit is inherent beneficial for beyond primary-school level, who already possess some