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ERIC Number: ED084502
Record Type: RIE
Publication Date: 1973
Pages: 147
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
A Study of the Achievement and Retention Effects of Instructional Strategies in Orthography (Spelling).
White, Roberta Elaine Treadway
The purpose of this study was to determine the effects of treatment and prior achievement on proficiency and retention of fifth grade students in the area of spelling by comparing three instructional strategies: traditional, word-analysis, and rules generalization. Pretest data were used as baseline data for future comparisons to determine proficiency and retention and for assigning students to the lower, medium, and higher prior achievement groups. Some of the hypotheses to be tested were: (1) Spelling performance of the experimental group will not differ from that of the control group, (2) Spelling performance will not vary among prior achievement groups, (3) There will be no interaction between treatment groups and prior achievement, (4) There will be no difference in performance from the pretest to posttest 1 and to postest 2, (5) Retention of achievement groups over a week's time interval will not differ. Fifteen words were selected randomly from "Basic Goals in Spelling" for each of the six weeks of instruction. Some of the results indicated: none of the strategies tested was found to be significantly more efficient, and retention over a seven-day time period surpassed the proficiency achieved following the instructional period. (Author/WR)
University Microfilms, Dissertation Copies, Post Office Box 1764, Ann Arbor, Michigan 48106 (Order No. 73-22,622, 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, New Mexico State University