ERIC Number: ED406645
Record Type: Non-Journal
Publication Date: 1997-Apr
Reference Count: N/A
The Effectiveness of Encouraging Invented Spelling: A Research Study.
Gill, Dale A.
A study investigated whether invented spelling is superior to the traditional method of teaching spelling and whether invented spelling strengthened the reading and writing connection. Subjects were students in two second-grade classes at two different elementary schools in a school district in south-central Pennsylvania. Both teachers used the spelling textbook program provided by the district. In one classroom, the teacher accepted students' attempts at correct spelling in their writing, homework, and classwork. In the other classroom, the teacher accepted only correct spelling and urged that students use dictionaries, classmates, parents, the teacher or other sources to validate correct spelling. Writing samples (collected in September and again in March) were evaluated using the Blackburn Scale of Writing Development (R. Maraschiello, 1994). Results indicated no statistically significant difference between the two instructional spelling methods. However, students in the invented spelling class wrote significantly more words than students in the direct instruction class. (Contains 23 references. Appendixes present letters to parents and school administrators, a developmental spelling stages chart, the Blackburn Scale of Writing Development, and statistical analysis of data and graphs.) (RS)
Publication Type: Dissertations/Theses - Masters Theses; Reports - Research; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Pennsylvania