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ERIC Number: ED409538
Record Type: Non-Journal
Publication Date: 1997-May
Pages: 60
Abstractor: N/A
Reference Count: N/A
Improving Elementary Students' Spelling Achievement Using High-Frequency Words.
Durnil, Christina; And Others
An action research study detailed a program for improving spelling achievement across the curriculum. The targeted population is composed of second and third grade students from a growing, middle class community located in a suburb of Chicago, Illinois. The problem of misspelled words in the students' writing was documented through students' writing samples and written tests. Analysis of probable cause data revealed that students' lack of spelling retention was related to isolated spelling instruction, unclear expectations, and failure to apply spelling rules. Reviews of curricula content and instructional strategies revealed a curriculum lacking a formal spelling and proofreading program. A review of solution strategies suggested by others, combined with an analysis of the problem setting, resulted in the selection of a spelling program encompassing three major categories of intervention: use of a high-frequency word list; language integrated lesson and skill building activities; and authentic assessment of students' writing samples. Post-intervention data indicated an increase in students' spelling achievement. Success was evident, especially with the high-frequency word list. Language integrated lessons and skill building activities helped students retain the correct spelling of the words. Improvement was also apparent in the students' writing samples. (Contains 17 references, and 2 tables and 12 figures of data; appendixes contain recording forms, dictation sentences, parent letters, lists of high-frequency words, grading sheets, and tally sheets.) (Author/RS)
Publication Type: Dissertations/Theses - Masters Theses; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois