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ERIC Number: ED200992
Record Type: RIE
Publication Date: 1981-Apr
Pages: 30
Abstractor: N/A
Reference Count: 0
Do Fifth Grade Students Learn to Spell Better Using an Individualized Approach or a Traditional Workbook Approach?
Pflug, Barbara S.
Two approaches to spelling instruction were compared to determine which approach produced the more competent spellers. Twenty-five fifth grade students participated in a five-month program. The control group continued spelling instruction using a traditional workbook, while the experimental group was taught spelling with an individualized approach. The individualized method was founded on the formation of individual word lists from the students' active writing vocabulary. Both groups were involved in peer study experiences and student participation in evaluation and record keeping. The findings indicated no significant difference in the spelling abilities of the two groups. (Author/RL)
Publication Type: Reports - Research; Dissertations/Theses - Masters Theses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: M. A. Thesis, Kean College of New Jersey.