NotesFAQContact Us
Search Tips
PDF pending restoration PDF pending restoration
ERIC Number: ED438546
Record Type: RIE
Publication Date: 1999-Dec-2
Pages: 85
Abstractor: N/A
Reference Count: N/A
Improving Student Transfer of Spelling Skills across the Curriculum.
Dvorak, Lynda; Ingersol, Judith; Kastle, Marlene; Mullins, Belinda; Rafter, Therese
This project describes a program for increasing student retention and transfer of weekly spelling words across the curriculum. The targeted population consists of first, second, and third grade students in a middle class community located in the Northeast quadrant of Illinois. The problems of adequate transfer of previously taught spelling skills to the writing process will be documented through data collected from student writing, district writing assessments, and the sentence dictation portion of the grade level spelling tests. Analysis of probable cause data reveals that spelling instruction consists of drill and practice before the testing of a given word list. This type of instruction encourages students to memorize for the test, but not for authentic use in the future. Furthermore, teachers observe that students' misspellings prevent effective communication in their writing across the curriculum. A review of solution strategies suggested by knowledgeable others, combined with an analysis of the problem setting, resulted in the selection of three major categories of intervention: create a personal and classroom spelling dictionary, establish grade level high frequency word lists, and mastery of spelling patterns and rules. Students showed a substantial increase in both retention and transfer. Students also displayed a positive change in their attitudes toward spelling. Appendixes contain a list of high frequency words, a students self-assessment checklist, and writing rubrics for first, second, and third grade. (Contains 23 references and 30 tables of data.) (Author/RS)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Master's Action Research Project, Saint Xavier University and IRI/Skylight.