ERIC Number: ED041907
Record Type: RIE
Publication Date: 1969
Reference Count: N/A
A Study of Two Approaches to the Teaching of Spelling in the Seventh Grade of a Bicultural School System.
Klemm, James F.
This study attempted to determine the relative effectiveness of the conventional teacher-directed approach to spelling instruction when compared to a self-directed student-centered approach for 7th-grade students, many of whom spoke Spanish. Spelling achievement was measured by two forms of the same test, while language I. Q., non-language I. Q., and total I. Q. were measured by a mental maturity test. Information on the language spoken at home, class group, sex, date of birth, and previous experience with "S.R.A." reading and spelling materials was gained from student records. Data collected from treatment revealed that (1) students in a conventional classroom show greater spelling achievement than those using an "S.R.A. Spelling Laboratory"; (2) language spoken in the home, sex, chronological age, the relationship of language I. Q. to non-language I. Q., and prior "S.R.A." experience have no significant influence; (3) homogeneous classroom grouping has no consistent effect; (4) low-ability or below-average intelligence students make significantly greater gains through a conventional classroom approach; (5) students of average and above-average intelligence are not affected by the approach to the teaching of spelling; and (6) significant factors in spelling gains are correct pronunciation and a knowledge of word meanings. (Author/JMC)
Descriptors: Biculturalism, Bilingual Students, Bilingualism, Conventional Instruction, English Instruction, Grade 7, Group Instruction, Individualized Instruction, Programed Instruction, Spanish Speaking, Spelling, Spelling Instruction, Teaching Methods
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Publication Type: N/A
Education Level: N/A
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Note: Ed.D. Dissertation, North Texas State University