…our results show that following explicit instruction in spelling, students do transfer spelling knowledge into independent composing, but the transfer is not instantaneous. It takes time to consolidate learning and make the necessary progress within and across school years in the journey toward skilled writing. The widely held belief that explicit spelling instruction (based on alphabetic principle from phoneme to grapheme and other strategies for making connections between units of written and spoken words) does not transfer to spelling in authentic contexts has been debunked.
Amtmann, D., Abbott, R.D., & Berninger, V.W. (2008). Identifying and Predicting Classes of Response to Explicit Phonological Spelling Instruction During Independent Composing. Journal of Learning Disabilities 41 (3), pp. 218 – 234.
