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ERIC Number: ED440395
Record Type: Non-Journal
Publication Date: 2000
Pages: 16
Abstractor: N/A
Reference Count: N/A
Teaching Spelling: Which Strategies Work Best.
Angelisi, Mary Ann
In a third-grade classroom, a 3-week-long study was conducted on the pros, cons, and effects of three particular spelling strategies and activities. By focusing on two specific spelling strategies--phonemic awareness and word identification--the study hoped to indicate that conventional rote learning, drilling, and memorization do not help children retain spelling words on a long-term basis. Children benefit from less conventional learning techniques that encourage them to explore relationships, discover the connection between letters and sounds, find word patterns, and independently decode contextual meanings of words. The 25 students in the class focused on three distinct spelling lessons originating from their reading series, consisting of 12 words in each lesson. Word charts were relied upon for displaying certain word structures and families; in addition, students played spelling bingo and used visual aids such as Venn diagrams and art materials. Prior to each lesson, a pretest of the spelling words was administered to determine prior knowledge. Children were divided into three groups, and each week each group was taught using a particular strategy. Results indicated that the traditional "drill and write" method caused all three groups to feel more frustrated and tense at completing the sentences, definitions, and workbook pages independently. Phonemic awareness and word recognition proved to be more successful in elevating the students' concentration, eagerness to learn, independent and cooperative work habits, and confidence. (Contains 6 tables and 10 references.) (NKA)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A