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ERIC Number: ED205979
Record Type: RIE
Publication Date: 1981
Pages: 24
Abstractor: N/A
The Effect of Two Contrasting Spelling Approaches on the Achievement of Sixth Graders.
Stetson, Elton G.; Williams, Herschel
A study was conducted among approximately 1,000 sixth-grade students in 22 classes to examine the effects on achievement of the "Spell Correctly" program (control group) and the "Spell Correctly" supplemented with the Stetson Reading-Spelling Approach (experimental group). The "Spell Correctly" program is characterized by its emphasis on learning spelling rules, the study of word meanings, and careful attention to sound-letter patterns. The Stetson Reading-Spelling Approach is characterized by its "no-rules" philosophy, emphasis on visual-perceptual processing, memory, and the writing of words followed by immediate feedback and self-correction. Results indicated that the experimental group learned significantly more words per week: the control group students learned 3.78 words per week while the experimental group students learned 6.6 words per week. The experimental group also improved significantly in long range spelling retention. However, there was no significant improvement on a standardized achievement test, regardless of the treatment. (HOD)
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A