ERIC Number: ED208399
Record Type: RIE
Publication Date: 1981-May
Reference Count: 0
Spelling: Easing the Student's Anxiety and Improving His/Her Skill.
Because spelling errors affect the writer's word choice and the writer's audience, college students who are otherwise good writers are often placed in remedial English classes. Despite its relationship to audience concerns, word choice, and the physical act of writing, spelling has not been of much concern to composition teachers. Research in the area of spelling, conducted by reading teachers at the primary and elementary levels where problems begin, has shown that students must change their attitudes about spelling before any great improvement in skills can take place and must develop a sense of the logical structure of prefixes, suffixes, and base words. Because so many entering students at the University of New Haven (Connecticut) are placed in a developmental composition course due to their poor spelling, a project has been proposed to improve students' attitudes about their spelling skills and to improve their visual memory and auditory skills where spelling is concerned using a list of 500 words. The subjects would be those who score nine or more errors per 300 words on a pretest essay. Pretest and posttest data would be analyzed to determine the percentage of improvement for each student, against the scores of a control group of students not participating in the project. (A list of spelling errors made by students in the developmental composition course is attached.) (HTH)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers: University of New Haven CT
Note: Paper presented at the Annual Meeting of the Writing Centers Association (3rd, Clarion, PA, May 8, 1981).