The effects of explicit spelling instruction on the orthographic performance of Spainish students in the third cycle of Primary Education Pérez Cañado, María Luisa Orthographic English spelling Pedagogy Pedagogía Primary education Educación primaria Students Estudiantes Spain España In this paper, we aim to shed light on the explicit-implicit paradigms in connection to English spelling, perhaps the most representative area caught up in this controversy. To this end, we report on a research study with a pre-test/post-test/delayed post-test control group design carried out in order to determine whether a systematic, explicit intervention program in the teaching of English spelling implemented with Spanish third cycle of Primary Education students in an experimental group develops in such pupils superior orthographic abilities to those spontaneously promoted by its implicit learning in students of a control group. The results are eloquent: ANOVA, the T Test, and successive discriminant analyses reveal that our treatment indeed produces a differential and durable effect, as the experimental group achieves the highest means in the postand delayed post-tests on practically all the main parts, layers, and aspects sampled, with statistically significant differences in its favor. En este trabajo pretendemos arrojar luz sobre los paradigmas explícito e implícito, en relación con la ortografía inglesa, quizás el área que más nos puede ayudar a esclarecer esta controversia. Con este fin, hemos realizado una investigación con un diseño de grupo de control pre-test/post-test/seguimiento para determinar si un programa sistemático de enseñanza de ortografía inglesa desarrollado con alumnos/as de tercer ciclo de Educación Primaria en un grupo experimental desarrolla en éstos/as habilidades superiores a las que espontáneamente promueve su aprendizaje implícito en los/as alumnos/ as de un grupo control. Los resultados son elocuentes: el ANOVA, la Prueba de T y el análisis discriminante evidencian que nuestro tratamiento ha producido un claro efecto diferencial y duradero, ya que el grupo experimental obtiene medias más altas en el post-test y la prueba de seguimiento en la práctica totalidad de las partes, dimensiones y aspectos muestreados, con diferencias estadísticamente significativas a su favor. 2013-10-08T09:56:45Z 2013-10-08T09:56:45Z 2004 info:eu-repo/semantics/article Pérez Cañado, M.L. The effects of explicit spelling instruction on the orthographic performance of Spainish students in the third cycle of Primary Education. Porta Linguarum, 1: 141-170 (2004). [http://hdl.handle.net/10481/28354] 1697-7467 D.L.: GR 43-2004 http://hdl.handle.net/10481/28354 10.30827/Digibug.28354 eng http://creativecommons.org/licenses/by-nc-nd/3.0/ info:eu-repo/semantics/openAccess Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License Universidad de Granada