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ERIC Number: ED293871
Record Type: RIE
Publication Date: 1988-Apr
Pages: 17
Abstractor: N/A
Reference Count: 0
Study Strategies for Learning Spelling: What Works and What Does Not.
Ormrod, Jeanne Ellis; Jenkens, Lynn
Strategies actually used by good and poor spellers at different grade levels were examined. The subjects included 20 students from Grades 3 and 4, 22 from Grades 7 and 8, and 31 college undergraduates. Each individual made a list of 10 words misspelled from prepared lists of difficult words. The students "thought aloud" as they studied, and strategies used were noted to include: (1) pronunciation; (2) over-pronunciation, bringing the pronunciation into compliance with the spelling; (3) visual imagery; (4) letter rehearsal; (5) word analysis; (6) pretest comparison; (7) spelling rules; and (8) miscellaneous strategies. Only over-pronunciation correlated positively with posttest scores; letter rehearsal correlated negatively with subsequent scores. The more effective strategy was increasingly found with college students, suggesting that more effective strategies increase with age. Posttest scores, study times, and their correlations with posttest scores are tabulated. Spelling word lists correlations with posttest scores are tabulated. Spelling word lists for the three educational levels are appended. (SLD)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 5-9, 1988).