ERIC Number: ED048269
Record Type: RIE
Publication Date: 1969
Reference Count: N/A
Evaluating Structural Analysis Methods Used in Spelling Books.
Cohen, Leo A.
This study measured how spelling textbook word-study exercises that call attention to word structure and phonic elements affect learning to spell, retention of learned spelling, and transfer of learned spelling to usage. Of particular concern were structural approaches which utilized essential changes in word form which may possibly invite error (e.g., homophones and silent letters) as compared to structural techniques involving no word form change (e.g., syllabication and double letters.) Ten grade 5 classes and nine grade 6 classes were given 6 weeks of instruction which alternated between word usage approaches and structural analysis approaches. Pretests were given each Monday, with final tests on Fridays used as the basis for testing immediate recall. To measure retention, a 50 word spelling test was administered 1 month after the end of the lessons; transfer to usage was measured at the same time. It was found that structural approaches to spelling which call attention to word-form changes result in more spelling errors than techniques which call only for usage of the words. On the retention test, the structural approach was somewhat favored over usage approaches. In transfer of spelling to usage, usage techniques were favored, but not as statistically significant. (Author/MF)
Descriptors: Grade 5, Grade 6, Language Usage, Learning, Phonics, Pretests Posttests, Recall (Psychology), Retention (Psychology), Spelling, Spelling Instruction, Structural Analysis, Textbook Content, Word Study Skills
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Publication Type: N/A
Education Level: N/A
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Note: Ed.D. Dissertation, Boston University School of Education