ERIC Number: ED381744
Record Type: RIE
Publication Date: 1995-May
Reference Count: N/A
A Study of the Effects of Structured Practice and Feedback on Spelling Achievement in Second Graders.
A study explored the effectiveness of adding a daily, structured practice session of weekly spelling words to the traditional pattern of pretesting on Monday, posttesting on Friday. Subjects, 28 second graders from the Grapeland Independent School District (Texas), were divided into control and experimental groups. The experimental group paired up each Tuesday, Wednesday, and Thursday for students to quiz each other on misspelled spelling words. The control group was permitted to devise their own study plan with no in-class time allocated for studying. Averages of all pretest and posttest scores were compared after a 6-week period. After administering a t-test, the scores were found to be similar on the pretest scores and not statistically significant. However, a statistically significant difference was observed on the posttest scores. There was a positive effect on the posttest scores of the experimental group. Findings concur with the opinions of more than half of 20 elementary school teachers who answered a survey of students' spelling habits. Thirteen (65%) of the respondents said they believed students who were allowed a daily, structured class time for studying would score higher than students who studied on their own time. (Contains 12 references, and 15 tables and six figures of data. Appendixes present the cover letter and questionnaire, the spelling word list, and additional tables and figures of data.) (Author/RS)
Publication Type: Reports - Research; Dissertations/Theses
Education Level: N/A
Authoring Institution: N/A
Identifiers: Grapeland Independent School District TX
Note: Exit Research Project, Sam Houston State University.