ERIC Number: ED341037
Record Type: RIE
Publication Date: 1991-Oct
SALT and Spelling Achievement.
A study investigated the effects of suggestopedic accelerative learning and teaching (SALT) on the spelling achievement, attitudes toward school, and memory skills of fourth-grade students. Subjects were 20 male and 28 female students from two self-contained classrooms at Kennedy Elementary School in Rexburg, Idaho. The control classroom and the experimental classroom were matched on age, gender, and previous spelling achievement as measured by the Iowa Tests of Basic Skills (ITBS). The control group received traditional spelling instruction over the 18-week period, while the experimental group received spelling instruction supplemented by the SALT techniques of mind calming exercises, dramatic presentations, use of classical and Baroque music, review presentations, and ungraded quizzes. Spelling achievement was measured through weekly spelling tests. Memory skills and attitudes toward school were measured by pre- and post-tests. Results indicated that: (1) the experimental group obtained significantly higher spelling scores than the control group; (2) the experimental group obtained higher, but not statistically significantly higher, attitude scores and memory skills scores than the control group; and (3) students, teacher, and parents made positive comments concerning the SALT techniques. Findings suggest that SALT is effective in elementary school spelling instruction. (One table of data is included; 19 references are attached.) (RS)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Northern Rocky Mountain Educational Research Association (Jackson Hole, WY, October 4-6, 1991).