ABSTRACT Daily contextualised sentence dictation was used for Year 2 students to practise, and the teacher to assess, taught spelling concepts, capital letters and full stop usage in an Explicit Instruction (EI) intervention. Conducted in a mainstream setting, it supported all students learning to spell, including those with a learning difficulty (LD) and an English Learner (LL). Results showed that students who received EI in spelling and punctuation constructs followed by sentence dictation did significantly better than comparison students who continued with their usual spelling programme. Randomly selected intervention students deemed below average (BA), average (A), and above average (AA) spellers by their teachers were interviewed post-intervention to ascertain their feelings and opinions on the dictation components of the intervention. The positive findings presented here provide a body of contemporary research that supports using EI and incorporating contextualised sentence dictation to improve students’ understanding and practice of spelling and punctuation concepts.

中文翻译：

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使用句子听写来练习和评估所教授的拼写和标点技巧：2 年级显式教学干预

摘要 2 年级学生使用每日情境化句子听写进行练习，教师在显式教学 (EI) 干预中评估、教授拼写概念、大写字母和句号用法。它在主流环境中进行，支持所有学习拼写的学生，包括有学习困难 (LD) 和英语学习者 (LL) 的学生。结果表明，在拼写和标点符号结构以及句子听写方面接受 EI 的学生比继续进行常规拼写课程的比较学生表现明显更好。随机选择的干预学生被老师认为低于平均水平 (BA)、平均 (A) 和高于平均水平 (AA) 的拼写者在干预后接受了采访，以确定他们对干预听写组成部分的感受和意见。