ERIC Number: ED295171
Record Type: RIE
Publication Date: 1988
Reference Count: N/A
The Effects of a Holistic Writing Program on the Spelling Achievement of Second Graders.
Hafstrom, Loy Lynette
A study investigated whether spelling could be taught more effectively through a holistic writing approach than through the traditional basal textbook approach. Subjects, 19 second grade students at an elementary school in Sheldon, Illinois, first received six weeks of formal spelling instruction using the 1985 edition of the second grade spelling book published by Houghton Mifflin, and then received six weeks of informal spelling instruction as part of a holistic writing process program. For a pretest and posttests after both instructional units, subjects were administered a diagnostic spelling inventory--levels 3, 2, and 1 of the Qualitative Inventory of Word Knowledge. A free writing sample was also collected, which, along with the Inventory, was scored using a bigraph count. The results of the study indicated that instruction in spelling using a holistic writing approach did not significantly increase the score of second graders on Level 1, 2, or 3 of the Qualitative Inventory of Word Knowledge. However, spelling instruction using a holistic writing approach did significantly increase the willingness of second graders to attempt to spell unknown words. Finally, movement into higher instructional levels was more frequent after the holistic writing treatment. (Sixty-one references and 10 tables are included, and 7 analysis of variance calculations, a letter to parents, and extensive charts depicting individual children's spelling on the Qualitative Inventory of Word Knowledge are appended.) (ARH)
Publication Type: Reports - Research; Dissertations/Theses - Masters Theses
Education Level: N/A
Authoring Institution: N/A
Note: Master's Thesis, Olivet Nazarene University.