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ERIC Number: ED049257
Record Type: RIE
Publication Date: 1970
Pages: 103
Abstractor: N/A
Reference Count: N/A
A Comparison of the Effectiveness of Three Programs of Elementary School Spelling.
Grottenthaler, John
In this study, three programs of elementary school spelling instruction were compared to determine which of the programs produced student achievement and favorable attitudes and whether the effects of the several programs differed for pupils in different I.Q. ranges. About 495 fifth grade children were randomly assigned to three treatment groups of 6 sections each which met for 27 weeks of daily spelling instruction. One of the groups followed a word-list mastery approach to spelling, one was taught by a multi-level sight-sound program, and one followed a spelling-principle mastery approach. Student achievement was measured at the end of the experiment by the Stanford Achievement Test and by a 100-point spelling test which used words taught in all 3 programs. Student opinions regarding spelling instruction were surveyed both before and after the experiment, and the entire sample was given I.Q. tests, results of which indicated that no one program was more effective than the others in fostering achievement of children at one of three ability levels (116 I.Q. and above, 100-113 I.Q. level, and 99 I.Q. or lower). The analysis of test data indicated that no significant differences in either fifth grade student attitudes or achievement resulted from any one of the three programs of spelling instruction. (Author/JB)
University Microfilms, A Xerox Company, Dissertation Copies Post Office Box 1764, Ann Arbor, Michigan 48106 (Order No. 70-20,325, MFilm $4.00, Xerography $10.00)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Ed.D. Dissertation, University of Pittsburgh