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Learning to spell: An examination of Year 4 teachers’ beliefs, knowledge and practices for the teaching of spelling

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Figure

Table 1. Similarities and Differences between Participants’ Pedagogical Practices for the Teaching of Spelling
Figure 1. Lisa’s weekly spelling activities.
Table 3. NAPLAN Minimum Standards for Spelling (ACARA, 2011a).
Figure 2. Content descriptions relating to morphemic and etymological knowledge within Years 4-6 in the Australian English Curriculum (ACARA, 2014b)

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