@article{oai:reitaku.repo.nii.ac.jp:00000034,
 author = {Takanami, Sachiyo and Takanami, Sachiyo},
 issue = {1},
 journal = {麗澤学際ジャーナル, Reitaku Journal of Interdisciplinary Studies},
 month = {Mar},
 note = {Without doubt, literacy building is one of the main purposes of language education. When learning English, beginners find it difficult to connect English spellings to sound (i.e., pronunciation). Some previous studies have focused on a learning methodology for understanding sound-letter correspondences; however, here in Japan, there are few studies which focus on such methodology. In order to shed light on this language learning methodology, this study focuses on effective practice methods for learning English spelling. The researcher compared three practice methods: “pronounce,” “write,” “pronounce and write”. Sixty-seven junior high learners (seventh grade learners) participated using words with a higher or lower number of letter strings. Fifteen words from Gakken’s (2007) corpus data were used in the current study. The analysis compared practice methods, and the results showed the “pronounce and write” method to be the most effective for words containing 12 letters.},
 pages = {1--17},
 title = {Investigating Effective Practice Methods for Memorizing English Spelling Among Japanese Junior High School Learners:The Beneficial Use of the First 15 Minutes in the Classroom},
 volume = {20},
 year = {2012}
}